Having had access to a computer throughout the majority of my life, and being instructed to use it as a tool in classrooms from a very young age, I would consider myself a digital native but by no means a digital explorer, innovator, or addict. I use technology as a tool to function in this technological world, but I have no particular understanding about how it works. The majority of my family, however, would be classed as digital immigrants. My grandparents, for instance, use technology regularly in order to communicate with others. However, they must explicitly learn how to use everything that comes naturally to a digital native. I find myself comparing this relationship to the digital world much like English language learners.
Like the English language, technology is a means to an end; it gets us information, allows us to write, create, and read. The English language is very much a similar thing. In a classroom, English allows students to access information and acts as a means of communication. Without this tool, one cannot get the same information. Therefore, the "digital immigrant" is much like the ELL in that they need to explicitly learn both the tool and the information that it provides at the same time.
The Mohr article addresses this difficulty when it highlights the fact that ELL are frequently taken from their classes to a ESOL teacher where the explicitly learn the tool, but are in the meantime missing out on the information that the tools accesses. In both of these cases, the students need several things to allow them the best possible chance at success. One point that the Mohr article suggests is increasing "talk time." Similarly, digital immigrants need to have time to practice using technology as a tool so that it becomes more natural. Explicit lessons in both English and technology will be beneficial for their respective "immigrants."
I have never gave much thought to the different types of digital learners and how people use technologies. Like Alison, I would also consider myself a digital native. I have been around technology for my entire life and feel that I am above average when it comes to operating technologies. I find myself using the internet as my most used digital resource,I have been around internet for as long as I can remember. My parents did a decent job in keeping up with technology, they were always one step behind but eventually would get the new technology. I think that it is important to give our students as many technologies as we can as long as they are benefiting the students. I think it is important to keep in mind that not all technologies are good and it is important to find the technology that best fits your student(s).
ReplyDeleteAs Alison also states, technology can be a means to an end, which can be very beneficial to many learners. Technology has made the classroom a much more enjoyable learning experience for many students, in-particular students with disabilities. Alison makes a great point when she compares a digital immigrant learner to an ELL and how they both need to learn the tool and the information at the same time. Technology in the classroom is used for the benefit of our children and when used properly it can be a very effective teaching tool and understanding where your students are in the digital divide will help the teacher see how much technology will benefit a specific student.
I think it is important for teachers to use as many technologies as they can in their teaching. In the Mohr article they make a good when they talked about holding your students to higher expectations, including ELL. ELL are faced with a tougher challenge than non ELL as they not only have to learn the new material but they also have to learn a new language. By having technologies available for ELL you are giving them more reasons to excel instead of limiting them, thus you are holding them to higher expectations. Technology can help push students to greater heights and in some cases they wont even realize how much technology has helped them learn.
After reading the Digital Denizens article, I believe I am a Digital Native. I have grown up using cell phones, TV, computers, and other technologies. I learned through experiencing and trying new activities on these devices. I will not say I am a Digital Explorer, because I only use technology to a certain extent of which is needed. I have a friend who is a Digital Explorer; he is always buying new products and has the latest trends of technology. Also I believe that America is becoming Digital Addicts. We rely on our phone, internet, and TVs for almost everything. For example my sister was without a phone for a few days and she felt like she was out of communication with the world. Technology has become a necessity that we use in our daily lives.
ReplyDeleteAlison made a good point on using technology in the classroom. It helps the ELL students with sounds and visuals. If a teacher is struggling on new information for her ELL student it is helpful to incorporate recorded books or even reading computer games. Also it is important for the teacher to research online and find new information about her ELL students to intertwine them in the classroom. As it states in the Mohr article teachers should not think that ELL students don’t have to participate because they don’t understand. Keep them involved and take the time for them to learn from the other classmates.
Thanks, all of you for these thoughts. I'm interested in how the Gibbons readings for this week highlight the need for meaningful talk connected to meaningful tasks--rather than, as the Mohr piece says, removing ELLs from classroom contexts to treat them like early emergent learners. My friend did her dissertation on some ELLs she met at the Refugee Center here in Lansing. She then went to their high school to see how they were doing. She helped these students put together a video that was supposed to help the next year's crop of immigrants figure out life in an American high school. What this task did was give these students something to do together, and something to talk about as they had to think about what had helped or hindered their own transition to a new life. It was also interesting that their familiarity with technology was like a universal language.
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