1. And how it affects their learning.
November, 2010By Mamoona Brace 1

2.  According to Prensky (2005):
 5-10,000 hours of video games
 250, 000 emails and instant messagings (IMs)
 Read books for less than 5000 hours
2

3.  Students move at “Twitch” speed
 Those, who grew up without the access to
Internet all of the time: They go at
conventional speed (Prensky, 2005)
3

4.  Kids love to be social.
 They will connect with others through
Facebook, Twitter, Myspace and other social
networking sites multiple times throughout
the day (Lenhart, Madden, MacGill, & Smith,
2007)
4

5.  The 20th
century pedagogy was based on the
fact that teachers, knowledge, and materials
were hard to access.
 This meant that the TEACHER was seen as
the authority whereas the student was
simply taught how to transmit the knowledge
back to the teacher.
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6.  Students are communicating, socializing, and
learning in a variety of settings.
 Clark, Logan, Luckin, Mee, & Oliver (2009):
There is a digital dissonance – it is the
conflict between the student desire to use
their technologies (mobile phones, social
networking sites) and the educational
institutions which ban them.
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7.  Prensky (2001) :
 Those who have grown up without the
Internet and web 2.0 technologies being an
integral part of their everyday lives.
 Many teachers are digital immigrants and
therefore teach with an “accent”. This
means that the way they are teaching is not
adapted to suit the needs of the students.
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8.  Prensky (2001):
 Those who have grown up with the Internet
and web 2.0 tools as part of their daily lives.
 They want to create, share, and collaborate.
 Input from others is key to their success.
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9. Prensky (2001) Prensky (2001)
 Digital immigrants
 Will access the
Internet as a
secondary source
 Choose text over
graphics
 Step-by-step
 Digital Natives
 Will access the
Internet as a primary
source
 Choose graphics over
text
 Instant gratification
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10. 10

11.  Students come from a multi-dimensional
world where collaboration is key (Prensky,
2001)
 Teachers come from a linear world where
collaboration, although important, is thought
to come AFTER individual thought.
 In order to engage the student, teachers
must use technology in ways that promote
higher level thinking.
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12.  Blogging –
 Teachers can ask students to post papers so
that peers can give constructive feedback
before the final deadline (Lenhart, Madden,
Macgill, & Smith, 2007)
 Murphy and Lebans (2008): ESL students were
more careful about posts on blogs and
learned more about the nuances – real life
application.
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13.  Lamb (2004): Wikis created a sense of
ownership. Students were careful with the
edits and contributed more.
 Collaboration and sharing of ideas is
encouraged through group edits.
 Gaming – since students spend so much time
gaming, why not incorporate it into the
curriculum. It allows students to experience
different scenarios in a real-life way
(Foreman, 2004)
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14.  Students are not going back to the “old
ways”.
 Collaboration and socialization are part of
the student’s outside life and therefore need
to become part of their school life.
 Knowledge creation allows for individual and
collaborative thought. Even when a
disagreement arises, it can be discussed
using multiple points of view.
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15.  Web 2.0 tools by their nature promote
collaboration and socialization.
 They can create authentic experiences and
teach students strategies .
 They are an opportunity for teachers to show
students how to use these tools in a deeper
way.
15

16.  Clark, W., Logan, K., Luckin, R., Mee, A. and Oliver, M. (2009), Beyond Web 2.0: Mapping
thetechnology landscapes of young learners. Journal of Computer Assisted Learning, 25, 56–69.
doi: 10.1111/j.1365-2729.2008.00305.x
 Lamb, B. (2004). Wide open spaces: Wikis, ready or not. Educause Review, 39(5), 36–48. Retrieved
from http://www.educause.edu/pub/er/erm04/erm0452.asp
 Lenhart, A., Madden, M., Macgill, A. R., & Smith, A. (2007). Teens and social media. Washington,
DC: Pew Charitable Trusts. Retrieved October 21, 2010 from
http://www.pewinternet.org/~/media//Files/Reports/2007/PIP_Teens_Social_Media_Final.pdf.p
df
 Murphy, J., & Lebans, R. (2008). Unexpected outcomes: Web 2.0 in the secondary school
classroom. International Journal of Technology in Teaching and Learning, 4(2), 134-147.Retrieved
from http://ijttl.sicet.org/issue0802/4_2_5_Murphy_Lebans.pdf
 Prensky, M. (2001). Digital natives, digital immigrants [Electronic Version]. On Horizon.Retrieved
from
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
 Prensky, M. (2005a). Engage me or enrage me [Electronic Version]. Retrieved from
http://www.educause.edu/LibraryDetailPage/666?ID=ELI0606
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