Beruflich Dokumente
Kultur Dokumente
We
use
the
term
digital
students
to
refer
to
those
born
between
1984
&
2001.
This
generaKon
goes
by
a
number
of
designaKons,
most
notably
digital
naKves
(Prensky,
2001).
There
is
some
variaKon
in
the
starKng
year
for
this
generaKon,
we
have
chosen
1984.
285
students
in
a
Post
Baccalaureate
B.Ed.
Program
Age
range
=
20
47
Mean
Age
=
24.9
Female
=
70%
Married
=
40%
Daily
Gme
spent
on
(minutes):
122
-
computer
Kme
@
Home
77
-
watching
TV
64
-
computer
Kme
@
School
45
-
listening
to
radio
30
-
talking
on
the
phone
34
-
listening
to
iPod
17
-
travel
Kme
to
classes
10
-
gaming
Our data:
supports
the
noKon
of
digital
students,
who
have
a
general
level
of
comfort
and
familiarity
with
digital
technology
indicates
that
there
is
a
wide
variaKon
in
experKse
in
applicaKons
o\en
used
in
educaKon
Social Networking (2.58*) Music Listening (2.53) Online Banking (2.22) Music Sharing (2.02) YouTube (2.02) Digital Photography (2.01)
Other
30
-
text
messages
per
day
8.4
-
hrs
of
paid
work
per
week
indicates
that
the
use
of
applicaKons
depends
on
the
context
of
the
students
specic
interests
&
the
sudents
ecosystem
shows
that
variaKons
occur
based
on
student
age,
gender,
and
academic
background
Our data suggests that these applicaKons separate digital students from older ones.
Examples
of
confounding
issues;
Age
&
the
Digital
Student
Older
students
are
more
likely
to
build
web
sites
or
wikis
(but
do
older
students
produce
more
than
younger
ones?)
Assuming
exper9se,
when
li=le
or
none
exists,
can
lead
to
leaving
some
students
behind.
Scaolding
is
not
only
desirable
but
necessary.
* on a 4-point scale (0 3)
Gender
of
Digital
Students
Females
are
less
likely
to
play
tradiKonal
and/or
role
playing
games,
however
are
more
likely
to
use
social
networking
sites.
Frequency of Use
300 250
Academic
Minors
&
Majors
vs
Digital
Students
Psychology
students
are
more
likely
to
use
presentaKon
so\ware;
Phys.
Ed.
Students
are
less
likely
to
use
word
processing.
Frequency
200 150 100 50 0 Never Rarely Use Occasional Frequently email Word Processing Google
Having
Children
Students
with
children
are
more
likely
to
use
record
keeping
applicaKons.
The use of various applicaKons and the interconnecKons between them seem to suggest that any digital applicaKon needs to be viewed within the context of the students digital ecosystem. What does an applicaKon contribute to a students social context or learning environment? Technology use, while ubiquitous, is also very personal. Within any classroom or online environment, it is not a macer of simply using ICT, but embedding them with course outcomes and integraKng them with the needs of diverse learners in a pedagogically sound way.
The
expectaKon
that
all
students
are
equally
digitally
literate
ies
in
the
face
of
classroom
reality.
Teachers
are
quite
aware
that
students
are
individually
dierent;
that
each
student
has
his/her
own
digital
competencies
and
interests.
CollecKvely,
however,
these
digital
students
create
a
digital
ecosystem,
as
rich
and
diverse
as
any
natural
ecosystem.
Whether
in
a
tradiKonal
face-to-face
classroom,
online,
or
in
a
blended
format,
our
courses
are
frequently
based
on
assumpKons
about
students
digital
competencies.
Being
aware
of
the
limita9ons
and
diversity
of
students'
digital
competencies
can
lead
to
increased
success
and
sa9sfac9on
for
both
faculty
and
students.
Podcasts (0.52*) Movie ProducKon (0.52) Audio ProducKon (0.45) Building Websites (0.40) Social Bookmarking (0.36) Audio Conferencing (0.25)
Frequency
of
Use
200
180
160
140
Movie
ProducKon
Audio
ProducKon
Podcasts
Building
Websites
Audio
Conferencing
Social
Bookmarking
Frequency