Digital Natives vs. Digital Immigrants

In picture we can see children different ages engaging in technology. As children in this generation are getting older they learn to use more complicated technology. 

In class, we discussed about the terms digital immigrants and digital natives. What are the differences between the two? According to DeGraff (2014) digital natives is a generation of people who were born or raised with digital technology.  As to digital immigrants are individuals who are slowly adapting to the world of digital technology, these include grandparents, parents, teachers, and those before them.

Digital immigrants may have been the ones who invented technology that digital native used but they did not understand the use of them (Degraff 2014). Today we can see that students who have been growing in the digital native generation all spent their lives surrounded by using technology, such as computers, video games, cell phones, and other digital devices (Prensky, 2001). Its evident that individuals today “think and process information fundamentally different” (2001) from digital immigrants.

There are some controversial thoughts from digital immigrant teachers, as they do not believe that their students can learn through using technology because it did not work for them. Since these teachers were not raised in a digital world it is difficult for them to adapt to the changes the accessibility that technology can provide digital natives. Digital natives have been practicing this skill constantly as technology is a norm for their generation (Prensky, 2001). It is understandable that it is difficult for digital immigrants to fully integrate them in a new world, but it is also difficult for digital natives to turn backwards and follow traditional learning strategies.

What can digital natives teach digital immigrants? (DeGraff, 2014)

• To collaborate across boundaries, with a variety of people
• To make a place in life for values
• To build solutions that are horizontal

What can digital immigrants teach digital natives? (2014)

• To achieve goals quickly
• To use focused resources in building things to scale
• To revitalize or repurpose existing institutions

There is an irony that children who are digital natives in this generation will eventually become digital immigrants. It is how the world works (Degraff, 2014). For example, today’s fashion has been brought back from the past generations. Life is a full circle, when something becomes new it will become old over time as newer things come along.

Reference

DeGraff, J. (2014). Digital natives vs. digital immigrants. Huffingtonpost. Retrieved from

http://www.huffingtonpost.com/jeff-degraff/digital-natives-vs-digita_b_5499606.html

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, vol. 9, 5. MCB University Press. Retrieved from

http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-

%20Part1.pdf

Unplag Team. (2015). Digital immigrants’ vs digital natives: closing the gap. Unplag. Retrieved from

https://unplag.com/blog/digital-immigrants-vs-digital-natives/

Game-Based Learning Approach

In the article Mind Shift Guild to Digital Games and Learning, Shapiro et. al (2014) stated that digital game-based learning is the inclusion of using digital video games as a tool in the classroom. Game-based learning (DGBL) is mixed with gamification, which is where the teacher replaces grades with levels and merit badges or providing lectures and giving out tests or other assessment to assess the child’s learning. The different among gamification and game-based learning is that game-based learning is using digital video games as a tool to encourage children to understand subject content (p.8). Technology used in context for game-based learning offers an efficient and effective tool in motivating and creating hands on experiences (p. 9).  

Game-based learning approach should be encouraged to be used in an ECE setting. For most cases prior to implementing this approach applications or games being selected should be educational, appropriate, and beneficial to the child’s learning. Educators should make sure they know how the game in order the experience to be exponentially effective. Keeping in mind that by introduction digital games it should affect the need of reducing or eliminating play-based learning (Shapiro et. al, 2014). Nolan and McBride (2013) stated that digital game-based learning encourages collaboration, problem solving, communication, experimentation and the exploration of identities. This approach encourages individuals to determine different strategies or techniques to support their learning to succeed in the long run. Digital game-based learning approach allows the children to take the lead in what they need to learn or improve on rather being adult led in their learning. This promotes motivation in learning, theory developing, interest developments, and being able to express their own ideas. Children can learn on their own and applying it to the real world. Educators should be critical about the use of technology and digital media (Shapiro et. al, 2014). 

Reference

Shapiro, J., SalenTekinbaş, K., Schwartz, K., & Darvasi, P. (2014). Mind Shift Guide To Digital Games+ Learning. http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf

Nolan, J., & McBride, M. (2014). Beyond gamification: reconceptualising game-based learning in early childhood environments. Information, Communication & Society, 17(5), 594-608. http://www.tandfonline.com/doi/pdf/10.1080/1369118X.2013.808365

Innovative Ways to Use Technology

How can we Incorporate Technology for Children and Youth?

According to the article  Innovative Ways to Use Modern Technology to Enhance, Rather than Hinder, Physical Activity among Youth, written by Martin, Coleman and Hienrich (2015), children need at least 60 minutes of physical activity a day, to stay healthy and active. Many adolescents and children do not meet this requirement because argue lies between the massive hours being spent staring at a screen, not being physically active (p. 47). Screen-based activities evidently show that it is related to various health risks, such as poor measures of body composition, decreased fitness, lower self-esteem, and reduced pro-social behaviours (p.47). This informs that modern technology is leading to reduced amounts of daily physical activity. There are still controversial debates over the use of technology, between the idea of it being beneficial or non-beneficial for children. It is the matter of idea of adolescents and children parents, or those in their care are able to find substitution and appropriateness for technology use.

Below are some suggested ideas of how physical activity can increase with the use of digital technology. 

However, 

There is potential evident of effectiveness that screen-based technology can increase activity among adolescents and children. Technology should not be a replacement to teaching, but another mode of implementing appropriate pedagogical practices. 

"Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important." - Bill Gates

Active Video Games (AVG)

Active Video Games allow children and youth to take part in practicing skills and physical competence (p. 48)

It encourages: 

- Social reinforcement 

- Opportunities to be with friends or make new friends

- Motivation

- Activeness

Zumba Fitness Rush

Examples of some AVGs (XBOX): 

Zumba Fitness Rush: Consists of a large database of music in which encourages multiple forms of dance styles. 

Dance Central 3

Dance Central 3: Provides instructions and guidance for the participants to learn and physical do the dance moves shown in the game. 

Nike + Kinect Training

Nike + Kinect Training: A game where the participants are lead through fitness based training, like attending exercise, workout classes. 

Active Video Games are not only found on console based technology, it can be found on smartphones, tablets, and any other smart devices that have access to active video games. For further information about how to incorporate technology as a tool for learning, feel free to visit this article Innovative Ways to Use Modern Technology to Enhance, Rather than Hinder, Physical Activity among Youth


There are always ways in which technology can be used as a benefit rather seen as a negative use. As explained above technology could be an issue that leads to physical health issues, but it is dependent on how technology is use. Active video games can be substituted for those who are not active on a daily basis. Through observations workings with young children, many of them are more tuned in with digital technology, than full on free-play. If this is a case then being innovative with technology will support the increase of physical health and activeness. 

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Tech Teachers Playshop

PLAYSHOP

March 22-29 

What is a Playshop? 

Playshops are educational and interactive activities that encourage creativity and collaboration among others. Each playshop is unique, it can include any subject areas such as math, science, art, literacy and technology based. Playshops are ways children can use their prior knowledge to further develop their understanding and strengths. Each child is involved in the activity by sharing their ideas, interacting with their peers and finding common grounds to create something uniquely different.

To learn more about playshops visit All rigor and no play is no way to improve learning


Click here to view a short video of Tech Teacher's Playshop.

Materials

In Progress

This lab work was completed over a period of two weeks. During the first week, we were given the opportunity to explore the materials and come up with creating something with the materials we were given or had. Materials that were incorporated into this playshop project were reusable and recyclable materials. From these materials, the Tech Teachers decided to create "string telephones". From the idea of creating string telephones, we began to look through our materials to find duplicates, for example, cups (2) or toilet paper rolls (2). From there we would use various strings we had in possession and began to attach each pair of cups, boxes, and other materials to the string to form into string telephones. Other telephones we have made also included other materials such as foil, paper clips, etc. To make the string telephone look colourful and creative we used markers and colourful strings to create designs.

Below are our string telephones for show

End Results

Story Park Documentation

STORY PARK

Apple Store

March 1, 2017

Story Park is an online documentation that can be accessed through their website (Click here) or their app found on the Apple Store (iPhones, iPads, etc.) or on Google Play (Android).

This online documentation or ePortfolio could be used by Educators, parents, teachers, and others who are part of the child's life. Storypark is used in a way that supports the involvement of the child's life by connecting them with those in the community or those they interact with.Each documented post per child can include the skills and key areas the child focused on during a specific play.

Each documentation or ePortfolio per individual child is at a low cost. An advantage with this online documentation is that the progress of the child's development can be taken with them once they leave the childcare center or the school. It can be shared and accessed by many people if the parent, educator, or teacher provides the accessibility to others. Another handy thing about this app/website is that it can be opened anywhere, updated, and viewed.

What can be posted on this app/website?

On Story park, you can post videos, photos, notes, portfolios, and other developmental documentations about an individual child.The parents and educators have an opportunity to preview the child development during a weekly or daily basis by commenting on a post made by the child’s educator. For older children, they can have access to the document and post their own learning and experiences.

Website Click Here (Computers, Laptop, etc.) 

Reference

Storypark. (2017). Retrieved from https://www.storypark.com/ . 

HiMama - Documentation

Feb 15, 2017

During an hour or so of class, we had a guest speaker come in and talk about the positivity of technology for young children, parents, and educators and walked the class through a web page/application called "HiMama". "HiMama" is user-friendly, for educators and parents - it is used a substitution to children documentation during programming.

HiMama is a substitution to the centre’s program documentation, it allows for educators and parents to engage in individual children’s learning growth. Allows for continuous communication, memory reminders and connecting families with the centre. Not only does HiMama support documentation it allows for communication, engagement, technology involvement, and it saves time. When educators are able to save time on documentation it means educators would have more time to engage with the child's learning and experiences throughout the day.

The online document HiMama allows educators to have access to every individual child's section for inputting and updating the professional development the child is building on a daily or weekly basis. The application is used to document the child's activity engagement, what they have eaten, the time they have slept, etc. This then is informed to the parent(s) that have access to an HiMama account for their child. Educator(s) and parents at the center have quick and updated information based on what the child is currently working on.

For further information based on HiMama access the website and or video below! 

Below are how the application looks like for parents and educators in the apple or google play store. Also to access the website click here

This is what the app looks in the Apple store (iPhone, iPad, etc.) and should be similar to on Google Play (Andriod) - This is for educators and the center staff to use. 

This app is for parents to use and access their child's progressing documentation. 

Reference

HiMama.(2017). Retrieved from https://www.himama.com/

HiMama. (2014). Child Care and Day Care App for Documentation, Reports, Daily Sheets - HiMama Overview. [Video]. Retrieved from https://www.youtube.com/watch?v=jKcRw4TIx58

Marble Run Experience - Tinkering

Tinkering

What is Tinkering?

Tinkering is about creating challenges, learning from failure and being able to explore and invent new things. All these experiences are hands-on learning. Children taking part of tinkering allows them to engage in an environment or activity that enables them to explore and test new ideas with materials and objects as desired. A purpose to tinkering is being resourceful, being able to use the materials available to recreate or create something out of the ordinary.

How to implement Tinkering in school? 

Bevan, Petrich, and Wilkinson (2015) explain how tinkering can be bought into schools. There are research and experience in suggestions of guidelines in bringing tinkering into schools. Theses include:

Create environments for making. 

Interleave fabrication and tinkering. 

Provide multiple pathways.

Show that making is common practice. 

Don’t equate making with tools alone. 

For more detail on tinkering guidelines visit http://www.ascd.org/publications/educational-leadership/dec14/vol72/num04/Tinkering-Is-Serious-Play.aspx#tinkering

What Tinkering looks like 

The first idea was not so successful.

This is our final product and it worked most of the time.

Feb 15, 2017

The marble experience is like the experiment I have done in the course Concept Development of Science; these both were focused on a constructionist perspective. However, this marble run experiment had limited materials/manipulative that were used to make a marble course. With limited materials, its supports individuals and the group to become more open-minded and think outside of the box, coming up with unlimited solutions and tests to make a successful marble course. With such experience, it allowed every individual to work for hands on and as a team to come up with something that would smoothly run a marble through to the final pit. Limited materials, with many minds it allowed myself and other within the group to develop our own learning experiences through the trial and errors - during the process of creating and altering where each material should be placed for a marble to run. Overall, this experience was a way for us to seek examples of how to incorporate activities like these in classrooms and watch how children can learn and build on their own experiences and knowledge.

After the workshop, we worked on a reflection based on Learning and Playing Through Constructivism.

 

We focused on discussing:

What? - What was the marble run purpose, what did we do, what outcomes were there?

So What? - What did we learn, how did we work through the process, what did we find?

Now What? - what can we do next, how can we extend this activity, what to consider?