Beyond the digital native presentation (Crawley & Napier)

GroupsKats Frogs Cherries ala naturale

Yox Michael Jessica Jan

Riccardo Kate Rose Bron

Taresa Dana Tara Joyanne

Catherine Karen Ian Trudy

Questions

Do you feel there is a divide between the ICT experiences of our students and our own?

Using the survey data of our students:Comment on any results in the survey. What

confirms or contradicts your suspicions?

Brendan Crawley and Andrew Napier

Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students' technology experiencesBennett & Maton 2010

Overview● Access to technology● Research on technology-based activities.● Key issues for educational researchers● Conceptualizing the issues● Advancing the Debate

● There is popular image of a generation of tech savvy students ‘digital natives’, for whom our education system cannot cater?

● Based on claims rather than evidence (p. 321).

● Flaws in this argument● More likely a diversity

among our students● Sense of urgency about

widening gap between ‘natives’ and ‘immigrants’

(p. 321).

Digital Natives v Digital Immigrants

Urgency about being left behind

In Perspective...not a new issue

Baby Boomers,Gen X, Gen Y, post industrial society, post modern society, service society, status society

Catering for change

● Highly adept technical users who are fundamentally different in their behaviours to those who are not, due to their use of technology

(p. 322).

Access to Technology● Access to technology is an obvious precursor

to use

● Cost and family attitudes a factor

● Access only tells part of the story - school/home differences, differences between households

(p. 323).

Research on technology-based activitiesFocusing on the types of activities:

● communication, information access, content creation (including both ‘academic’ and ‘everyday’ activities)” (p. 323).

● video games (p. 324).

What does the Research suggest?● “Some activities are undertaken frequently by a majority of

respondents” (p. 324).

● Examples of activities undertaken by fewer respondents include content creation activities (p. 324).

● With the exception of social networking only a minority of respondents undertook activities associated with Web 2.0 tools such as blogs and wikis and revealed that they were unsure what they were (p. 324).

Research relating to Video Games

● People have less time and motivation for playing games as they grow older (p. 324).

● “...specialization in particular types of technology-based activities may develop at an early age” (p. 324).

Further Reflections● “...significant variations across age, gender and socio-economic

status” (p. 324).

● School children are a good representation of the broader population compared to say university students (p. 324).

● Other than the activities that are undertaken frequently by the majority (e.g. Facebook), there is a great “diversity of interests, motivation and needs” amongst young people (p. 325).

Issues for Education Institutions● Lack of Evidence for Digital Native Generation

● Does not mean there should be no change

● Integration of technologies and skills into education. Students may not be as highly skilled as assumed (p. 325).

Issues for Education InstitutionsThe type of use is important - information seeking v synthesis and critical evaluation

V

Conceptualising the Issues(building a conceptual framework)

Bourdieu’s fields, capital and habitus (Breaking down what we mean by a context)

“According to Bourdieu (1990), actors occupy a variety of social fields of practice, each with its own unwritten ‘rules of the game’ or ways of working and acting that structure these different contexts.”

(p. 326)

Fields

● sportsfield● online gaming communities● classroom● Facebook

● ‘embodied dispositions’ (p. 326). (habitus)

Why are fields, capital and habitus important?

● The basis of an agent's position (p. 326). (capital)

● “social contexts in terms of their degree of relative autonomy from other contexts” (p. 326). (field)

● ‘embodied dispositions’(p. 326). (habitus)

Why are fields, capital and habitus important?

Different Forms of KnowledgeHorizontal Discourse (everyday knowledge)

● context specific and dependent “Usually learned in social relations” (p. 327) rather than a formal setting,

Vertical discourse (educational knowledge)

● “...coherent, explicit and systematically principled structure” (Bernstein, 1999, p.161) Cited on (p. 327).

● ‘sequentially ordered’ (Moss, 2011) Cited on (p. 327)● ‘Pedagogized’ (p. 327). The teacher is recognised

“The forms taken by knowledges in different disciplines are different, as are their structures of curriculum, pedagogy and assessment”(p. 327).

Bernstein goes on further to say that...

Advancing the Debate

● Historical Amnesia? Not a new situation?

● 1960’s - students living with a foot in two worlds

● Social media taking gossip to new heights

● Technology taking bullying to new heights(p. 328).

Advancing the Debate

● Certainty - Complacency Spiral

● Unchallenged/Unquestioned claims of digital natives divide perpetuates the idea of the Digital Native Generation

Overall Conclusion

The Digital Native is a Myth!

Discussion● Consider your classrooms as fields. Outline the range

of habitus and capital that exists within the cohort.

● Discuss the sense of urgency to design effective 21st century learning experiences that cater for this range of capital and habitus.