This link has been bookmarked by 125 people and liked by 1 people. It was first bookmarked on 09 Jul 2008, by Danny Nicholson.
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28 Sep 11
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28 Apr 11
Janet AllenTimes article about technology "natives" vs. technology "immigrants"
(London Times)Google Generation Google technology immigrant technology native
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27 Sep 09
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Brian Kelly has been championing the digital revolution since setting up one of the first educational websites at the University of Leeds in 1993
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Because they have been using digital technology all their lives, our children feel they have authority over it,” says Rose Luckin. “But technology cannot teach them to reflect upon and evaluate the information they are gathering online. For that, the role of teachers and parents remains fundamentally important. You are in the hot seat. They still need you to open that conversation.”
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05 Sep 09
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Kathleen N“Because they have been using digital technology all their lives, our children feel they have authority over it,” says Rose Luckin. “But technology cannot teach them to reflect upon and evaluate the information they are gathering online. For that, the role of teachers and parents remains fundamentally important. You are in the hot seat. They still need you to open that conversation.”
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According to researchers we are in the midst of a sea change in the way that we read and think. Our digitally native children have wonderfully flexible minds. They absorb information quickly, adapt to changes and are adept at culling from multiple sources. But they are also suffering from internet-induced attention deficit disorder.
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students are lacking in reflective awareness,” she says. “Technology makes it easy for them to collate information, but not to analyse and understand it. Much of the evidence suggests that what is going on out there is quite superficial.”
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Children do have the capacity to assimilate learning faster and simultaneously from multiple sources, says Clark. “The downside is that they expect more variety, so their boredom threshold is falling. Some teaching is adapting to that and becoming more dynamic, some is not.”
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“But technology cannot teach them to reflect upon and evaluate the information they are gathering online.
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05 Mar 09
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13 Jan 09
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07 Jan 09
Gosia StergiosDigital-age kids process information differently from parents, or do they?
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02 Jan 09
hc voigtDigital natives and digital immigrants are terms coined by the American futurist Marc Prensky to distinguish between those who have grown up with technology and those who have adapted to it.
LLL web2.0 kulturtechniken google schule bildung wissen gedächtnis telekommunikation theorie&praxis
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26 Nov 08
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16 Oct 08
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14 Oct 08
Suvi KorhonenHirvinen/matnel: Tästä taannoin selitin, kun puhuin kyvystä lukea kirjoja, että onko se katoamassa verkkoinfoähkyilyssä ja oisko se olennainen taito kuitenkin esim. tiedettä tekevälle.
google generation kids times web2.0 internet culture research socialnetworking education trends teens children Brain learning attention reading students literacy youth teaching ideas digitalnatives digitalnative googlegeneration for:jjmajava for:hirvinen
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06 Oct 08
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28 Sep 08
Michelle A. HoyleDigital-age kids process information differently from parents. Our writer admits misjudging how her son was learning
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16 Sep 08
francesca casadei"The experience with which my generation grew up, of absorbing oneself in a single book and allowing its themes to meander into the mind before forming considered judgments, is in danger of being eclipsed by the new, digital world order"
youth technology trends students timesonline 2008 teaching research for:thefuturelab for:maurizion for:fronfin
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11 Sep 08
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09 Sep 08
Rem PalpittOur digitally native children have wonderfully flexible minds. They absorb information quickly, adapt to changes and are adept at culling from multiple sources. But they are also suffering from internet-induced attention deficit disorder.
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08 Sep 08
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03 Sep 08
patarakinПоколение Гугл - женщина-учитель смотрит на своих детей - поколение Google - чем они другие:
- Учебники закрыты, а ноутбук открыт
- На экране история + iPode + Фуйсбук -
02 Sep 08
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01 Sep 08
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30 Aug 08
Nieves GonzalezLa generación Gogle piensa de forma distinta a como lo hacemos los adultos. Les falta una conciena reflexiva. La tecnología les permite localizar la información, pero no analizarla ni comprenderla, se quedan en lo superficial. Antes, se trabajaba con un s
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13 Aug 08
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12 Aug 08
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07 Aug 08
Joyce cluessDigital-age kids process information differently from parents. Our writer admits misjudging how her son was learning
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04 Aug 08
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02 Aug 08
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31 Jul 08
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26 Jul 08
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15 Jul 08
Chris BakerHow the Google generation thinks differently: Digital natives and immigrants
digital_native digital_immigrant Web2.0 article education learning
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Adam CroweComment: Luke: 'Maybe just add a line 80% of the way through that says "If you are still reading this, you are most certainly a Digital Immigrant'
digital behaviours ADHD attentiondeficithyperactivedisorder attention continuouspartialattention literacy learning education teaching modernism postmodernism
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Vahid Masrourinteresting... in the economically well to do part of the world.
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Digital natives and digital immigrants
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14 Jul 08
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13 Jul 08
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Spiro BolosRehash of the digital immigrant vs native argument
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12 Jul 08
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11 Jul 08
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Tami BrassDigital-age kids process information differently from parents. Our writer admits misjudging how her son was learning
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“He's a digital native; you're a digital immigrant. Your brains are never going to be on the same circuit system.”
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“Technology makes it easy for them to collate information, but not to analyse and understand it. Much of the evidence suggests that what is going on out there is quite superficial.”
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University College London reported the results of a five-year study into the “Google Generation”
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Everyone exhibits a bouncing/flicking behaviour, which sees them searching horizontally rather than vertically. Power browsing is the norm.
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as a digital immigrant, my mind has baseline skills in concentration, contemplation and knowledge construction
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Education has always been about absorbing the facts first and reflecting on them second
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Children do have the capacity to assimilate learning faster and simultaneously from multiple sources
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The downside is that they expect more variety, so their boredom threshold is falling. Some teaching is adapting to that and becoming more dynamic, some is not.
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Today's teenagers have an assumed ownership of technology.
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NATIVES v IMMIGRANTS
Digital natives
Like receiving information quickly from multiple media sources.
Like parallel processing and multi-tasking.
Like processing pictures, sounds and video before text.
Like random access to hyperlinked multimedia information.
Like to network with others.
Like to learn “just in time”.Digital immigrants
Like slow and controlled release of information from limited sources.
Like singular processing and single or limited tasking.
Like processing text before pictures, sounds and video.
Like to receive information linearly, logically and sequentially.
Like to work independently.
Like to learn “just in case”.
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John EvansDigital-age kids process information differently from parents. Our writer admits misjudging how her son was learning
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Eloise PasteurA discussion of the learning style and depth of learning of the Google Generation, this time from a parent and journalist, but with some interesting quotes from those that study the youngsters
education Google generation Immigrant Native learning style reflection depth breadth learning
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Rose Luckin, Professor of Learner- Centred Design at the London Knowledge Lab and a visiting professor at the University of Sussex, is working on a study examining the internet's impact on pupils' critical and meta-cognitive skills. “The worrying view coming through is that students are lacking in reflective awareness,” she says. “Technology makes it easy for them to collate information, but not to analyse and understand it. Much of the evidence suggests that what is going on out there is quite superficial.”
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This year, researchers at University College London reported the results of a five-year study into the “Google Generation”. When they examined the behaviour of those logging on to the websites of journals, e-books and other sources of written information, they found widespread evidence of “skimming activity”. Users viewed no more than three pages before “bouncing out”.
This wasn't just the norm for students. “The same has happened to professors and lecturers. Everyone exhibits a bouncing/flicking behaviour, which sees them searching horizontally rather than vertically. Power browsing is the norm.”
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The difference, though, is that as a digital immigrant, my mind has baseline skills in concentration, contemplation and knowledge construction. My fear - and the reason why I wrested my son's laptop away from him - is that the acquisition of those skills is being lost in the twitch-speed of our new Web 2.0 world.
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I can see that that broadens his knowledge, but does it deepen it? “Education has always been about absorbing the facts first and reflecting on them second. Technology is not hampering that, but take away his laptop and you are just setting him up for a rebellion,” Kelly says. “The technology tide is unstoppable.”
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“Because they have been using digital technology all their lives, our children feel they have authority over it,” says Rose Luckin. “But technology cannot teach them to reflect upon and evaluate the information they are gathering online. For that, the role of teachers and parents remains fundamentally important. You are in the hot seat. They still need you to open that conversation.”
-
NATIVES v IMMIGRANTS
Digital natives
Like receiving information quickly from multiple media sources.
Like parallel processing and multi-tasking.
Like processing pictures, sounds and video before text.
Like random access to hyperlinked multimedia information.
Like to network with others.
Like to learn “just in time”.Digital immigrants
Like slow and controlled release of information from limited sources.
Like singular processing and single or limited tasking.
Like processing text before pictures, sounds and video.
Like to receive information linearly, logically and sequentially.
Like to work independently.
Like to learn “just in case”.
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10 Jul 08
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Digital natives
Like receiving information quickly from multiple media sources.
Like parallel processing and multi-tasking.
Like processing pictures, sounds and video before text.
Like random access to hyperlinked multimedia information.
Like to network with others.
Like to learn “just in time”.Digital immigrants
Like slow and controlled release of information from limited sources.
Like singular processing and single or limited tasking.
Like processing text before pictures, sounds and video.
Like to receive information linearly, logically and sequentially.
Like to work independently.
Like to learn “just in case”.<script src="/tol/js/m20-enter-view-comment.js" type="text/javascript"></script><script type="text/javascript"> <!-- var show=false; var articleID = "4295414"; var sHaveYourSay = 'Have your say'; var sCollapseForm = 'Hide the form'; var sHideMostComments = 'Show fewer comments'; var errorString = ''; var testFlag = true; var request = false; //var nTotalCharacters = 300; // Value for the total number of characters that can be submitted - change to suit requirements // // Array of required fields for the named form var aFormEnterViewCommentValidation = new Array('your_view','name','email','town_fs_city'); /* get the cookie string in cookie associated with cookiename */ function getCookie(Name) { var search = Name + "=" var CookieString = document.cookie var result = null if (CookieString.length> 0) { offset = CookieString.indexOf(search) if (offset != -1) { offset += search.length end = CookieString.indexOf(";", offset) if (end == -1) end = CookieString.length result = unescape(CookieString.substring(offset, end)) } } return result } /* set the cookie string in cookie */ function setCookie (name, value, lifespan) { var cookietext = name + "=" + escape(value) if (lifespan != null) { var today=new Date() var expiredate = new Date() expiredate.setTime(today.getTime() + 1000*60*60*24*lifespan) cookietext += "; 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} */ if (testFlag == false) { document.getElementById("enter-view-comment-error-container").className = 'color-bd0000'; document.getElementById("enter-view-comment-error-container").style.fontWeight = 'bold'; document.getElementById("enter-view-comment-error-container").innerHTML = "<p>Error: "+errorString+" </p>"; return false; } else { return true; document.getElementById("enter-view-comment-error-container").className = ''; document.getElementById("enter-view-comment-error-container").style.fontWeight = 'normal'; } } var sReadAllComments = ""; //--></script><!-- BEGIN: M20 - Enter View Comment --><script type="text/javascript"><!-- var bHaveComments=false ; //--></script><script type="text/javascript"><!-- fGenerateHaveYourSayLink('have-your-say-link-1', 'comments-form', sHaveYourSay); //--></script>Next generation will think even more differently. We all should now be aware that we are in the need of understanding these rapid
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Tara McGowanLondon Knowledge Lab Research on internet's impact on pupil's critical and meta-cognitive skills
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Rose Luckin, Professor of Learner- Centred Design at the London Knowledge Lab and a visiting professor at the University of Sussex, is working on a study examining the internet's impact on pupils' critical and meta-cognitive skills. “The worrying view coming through is that students are lacking in reflective awareness,” she says. “Technology makes it easy for them to collate information, but not to analyse and understand it. Much of the evidence suggests that what is going on out there is quite superficial.”
-
This year, researchers at University College London reported the results of a five-year study into the “Google Generation”. When they examined the behaviour of those logging on to the websites of journals, e-books and other sources of written information, they found widespread evidence of “skimming activity”. Users viewed no more than three pages before “bouncing out”.
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their boredom threshold is falling.
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Kit LoganArticle about young peoples' use of the internet while studying and revising. Looks at differences as being Digital Natives and Digital Immigrants phrases coined by Marc Prensky. Cites Rose Luckin and Wilma Clarke from the London Knowledge Lab, Institute of Education. Work by Brian Kelly also mentioned
Rose Luckin Wilma Clarke internet young people Catherine O'Brian Times Newspaper Online July 9 2008
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Danny NicholsonDigital-age kids process information differently from parents. Our writer admits misjudging how her son was learning
thinks differently digitalnative digitallearner brain learning it education digital native literacy revision
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Michel BauwensOur digitally native children have wonderfully flexible minds. They absorb information quickly, adapt to changes and are adept at culling from multiple sources. But they are also suffering from internet-induced attention deficit disorder.
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