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A deeper review of evidence can be found in Reeves’ 2008 meta-analysis of research on the topic, “Do generational differences matter in instructional design?” The short and long of this analysis leads to the following key conclusions among others:
- No statistically significant difference exists between the generations’ learning needs and educational requirements.
- The studies identified have largely focused on elite populations and lack sufficient data on blue collar and lower socioeconomic groups which would be needed to make valid general conclusions.
- Good instructional design and methods (does this mean a well-prepared teacher?) trump the delivery method (whether in person or online; whether with or without technology).
Now what?
So the take-away for me as either a teacher or a coach of other teachers, is that we need to know our students and design lessons that support their learning. This can include technology, however, learning needs should drive the lesson structure rather than technological tools. Instructional design begins with the learner. What does he know? What is her background? What are the learning goals? How can we as teachers build a bridge (or in Vygotskian terms a “scaffold”) to engage and support student learning? Therein lies the beautiful puzzling and rewarding profession of teaching.
So the take-away for me as either a teacher or a coach of other teachers, is that we need to know our students and design lessons that support their learning. This can include technology, however, learning needs should drive the lesson structure rather than technological tools. Instructional design begins with the learner. What does he know? What is her background? What are the learning goals? How can we as teachers build a bridge (or in Vygotskian terms a “scaffold”) to engage and support student learning? Therein lies the beautiful puzzling and rewarding profession of teaching.
How do I reply to the proponents of Prensky’s “Digital Natives”?
Honestly, McKenzie’s article does an outstanding job of debunking the mythology of the Digital Natives explanation. As attractive as the idea is, it does not withstand the close analysis provided by McKenzie. While Prensky may set the Natives against the Immigrants, I think each generation has skills, ideas and capabilities. I would rather learn from each other, than cast aspersions. I am a Baby Boomer, but use technology to learn and teach. If I can be an exception to the Digital Immigrant label, perhaps others can defy easy but faulty categorization. Then, perhaps, we can all work together to teach and learn.
Sources:
McKenzie, J. (2007). Digital nativism: Digital delusions and digital deprivation. From Now On, 17(2). Retrieved from http://fno.org/nov07/nativism.html
Prensky, M. (2001). Digital natives, digital immigrants – Part II: Do they really think differently? On the Horizon, 9(6). Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Reeves, T.C. (2008). Do generational differences matter in instructional design? Online discussion presentation to Instructional Technology Forum from January 22-25, 2008 at http://it.coe.uga.edu/itforum/Paper104/ReevesITForumJan08.pdf
I know plenty of middle-aged people who eat, drink, and sleep technology, and I know plenty of teenagers who struggle to attach pictures to emails. Suffice to say, we don't get a lot of value out of broad generalization of either group. It all comes down to each learner individually!
ReplyDeleteI agree that we need to look at individual learners. My experiences with student use of technology varies greatly by individual. I model and teach many skills, which has become easier because of technology!
DeleteI think that you did an excellent job discussing the viewpoints of the various authors and explaining your own. I agree with you that students are always going to learn differently. I love your point about, "Instructional design begins with the learner." We cannot forget this!
ReplyDeleteThanks, Robert,
DeleteI have a good sense about learning and scaffolding. I am working to blend the instructional design with digital design. I think that is one of my next steps. This class is helping me try a few new skills.
You do a wonderful job of succinctly summarizing the ideas of the articles. I think Prensky's article sums up many peoples intuition on the topic but I agree, think McKenzie debunks that theory. When you really think about it, it's a huge over-generalization to think that all youth have an easier time with a certain skill set that their elders.
ReplyDeleteHi Brian,
DeleteThanks for your comments. I know a lot more than I did when I was younger...but not knowing and creating without the constraints of adulthood's rearview mirror has its benefits!
Hi Judy
ReplyDeleteYour opinion is totally aligned with mine on this subject, even though I was a bit more crushingly sceptical! I agree that 'Immigrant' and 'Native' are just labels, and to that end, we need to be very cautious with handing them out and sticking them on peoples chests :-)
Jon,
DeleteIt is quite tempting to be glib and label, but in the end, I agree that caution is warranted. Thanks for the comments!
Hi Judy
ReplyDeleteI liked the way you structured this article and I agree with your viewpoints. I learned a lot this week and it has only served to reinforce my belief that generational generalizations (that's a bad phrase) are never really helpful.
Knowing pupils and designing lessons to their needs is the key, with or without technology. Great job
Thanks for your feedback. It seems that after reading these articles, many of agreed to focus on students not labels. That seems like a positive outcome.
ReplyDelete