1. This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council. Other resources are available from the Technology Together website: http://technologytogether.scu.edu.au Clipart is drawn from Masterclips 500,000 ® IMSI

2. PRELIMINARY NOTE This presentation is intended to be used as part of the Technology Together process. We strongly recommend that you modify the presentation, selecting those slides which convey concepts most appropriately to your staff. You may choose to delete some slides or insert additional material relevant to your local context. This is a hidden slide and it will not show in your presentation.

3. We recommend that teachers are provided with the following pre-discussion readings. The third reading could be reserved as a post-discussion reading for those who are interested to read further. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). http://www.marcprensky.com/writing/Prensky%20- %20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf http://www.marcprensky.com/writing/Prensky%20- %20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf Carroll, T. G. (2000). If we didn’t have the schools we have today, would we create the schools we have today? Contemporary issues in Technology and Teacher Education, Vol. 1, no 1, pp 117-140. http://www.citejournal.org/vol1/iss1/currentissues/general/article1.pdf Selwyn, N. (2009). The digital native: Myth and reality. ASLIB Proceedings: New Information Perspectives, 61(4), 364–379. https://comminfo.rutgers.edu/~tefko/Courses/Zadar/Readings/Selwyn%20dig%20natives, %20Aslib%20Proceedings%202009.pdfhttps://comminfo.rutgers.edu/~tefko/Courses/Zadar/Readings/Selwyn%20dig%20natives, %20Aslib%20Proceedings%202009.pdf Pre-discussion reading

4. Students as ‘digital natives’ Resource 38 || Presentation

5. Various writers and the media generally have talked about young people as the ‘Net generation’, or ‘digital natives’. They are portrayed as a multitasking generation – both autonomous (personal music, YouTube, Facebook) and collaborative (file sharing, chatting, online gaming) Some claim that young people think and process information differently… Others emphasize a generation at risk… Yet others focus more on changing approaches to learning…

6. (Hawkes, 2006) Generational differences Matures 1900- 1945 Baby Boomers 1946 – 1964 Generation X 1965 – 1981 Net-Geners and Millenials 1982- Influenced by  War and recession  Post war optimism  Workaholic parents  Technology Typical technology  Vacuum tube radio  Dial telephone  78 rpm records  Transistor radios  Mainframe computers  33 and 45 rpm records  CDs  Emails  Personal computers  MP3s  Mobile phones  Personal digital assistants Typical character- istics  Conservative  Respect authority  Self-sacrificing  Community minded  Optimistic  High energy  Enjoy a challenge  Driven to succeed  Want to stay young  Free and independent  Balanced in life  Skeptical of inherited values  Laid-back  Like technology  Optimistic  Connected  Experiential  Want immediate gratification Preferred teaching and learning style  Emphasis on teaching by transmission  Students are passive recipients  Teachers are commanders and controllers  Accent on memorization and repetition  Individual learning  Emphasis on constructivist paradigm  Students are active partners  Teachers are facilitators and mentors  Accent on discovery learning  Collaborative learning

7. Young people generally learn in quite different ways to adults, and technology has both compounded and supported this. Technology promotes exploration and ‘play’. When interacting with technology, young people are engaged and in control They actively explore and demonstrate independent and self- directed learning strategies. Such approaches contrast with traditional approaches to teaching. Technology enables different forms of learning… forms which are more consistent with young people’s preferred (perhaps even innate) learning styles.

8. The problem with this type of thinking is that it can create an ‘us and them’ mentality… It suggests that adults just don’t fit with the ‘technology generation’. Don’t forget… It is adults who have originally invented most of the technologies that the young now use! Not the other way around. However….

9. It also assumes that all young people are the same… While many young people like technology others do not. Access to technology is influenced by socioeconomic and cultural factors Young people can be very technologically literate, but with particular and sometimes limited technologies (e.g. games and messaging rather than spreadsheets or databases) However….

10. Small group activity Discuss Hawke’s generational comparison table BUT remain critical! Whole school activity Watch a YouTube video on the issue of digital natives, for example, Pay Attention (Draper, 2007). Reflect critically on the assumptions underlying the message BUT ALSO on what influence these messages have on your own values, attitudes and approaches to technology learning.Pay Attention

11. Three key things from today… What three points can you take from today’s discussion? You might base your thoughts around the metacognitive model…..

12. Metacognition in the classroom Have a conversation with your students about the sorts of things they do with technology in their recreational lives.

13. This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council. Other resources are available from the Technology Together website: http://technologytogether.scu.edu.au Clipart is drawn from Masterclips 500,000 ® IMSI