The term “digital native” states that the generation of “new” students are born into the digital world and are naturally innate speakers of the digital language of all mediums within new technology such as video games, computers, media sites and everything that incorporates the internet (Prensky, 2). They learn differently from “digital immigrants” who have not grown up with new media technology and had to adapt to the emerging technologies of the Internet. Digital natives are quicker to adapt and are quicker to learning new technologies such as social media. Therefore, they cannot solely rely on the methods of teaching of the digital immigrant to educate them on technologies that they are familiar with using (Prensky, 2).
New technology is important in the development of the digital natives in their understanding of an evolving digital landscape, to further their minds to utilize tools to enhance creativity through technology of digital software such as Photoshop, social media and other applications. Some examples of integrating technology into the classroom are using computer software to make educational games for children, using tablets to save on paper and cost of textbooks, and a flipped classroom. A flipped classroom is a teaching model where the teacher becomes a guide and students watch lectures from the comfort of their own homes. Khan Academy uses the model of a flipped classroom, Salman Khan posts math tutorials online and students can use his methods to better understand formulas and methods to get a guided view of mathematics. His online tutorials have grown into a digital Academy that has become more than mathematics, such as, science, computer programming, history, art and economics.
LEAP Motion is a hardware device that allows students to write, draw and interact with their computer by using their fingers. This technology develops cognitive skills for children, developing fine motor control while adapting to technology and learning the basics of writing and drawing.
These teaching models are important for the growing digital native in a curriculum that has not changed much since the Victorian age, therefore it is time for an update, to allow children and students to reach their potential in an evolving media landscape.
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Prensky, M. (2001). Do They Really Think Differently?. On the Horizon 9(5). Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Prensky, M. (2001). Do They Really Think Differently?. On the Horizon 9(6). Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf
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