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The Digital Generation – The Digital Generation – Why Moral Education is Why Moral Education is

So VitalSo Vital

Sharon Kay Stoll, Ph.D.Center for ETHICS*University of Idaho

CartoonCartoon

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Zits, Jerry Scott and Jim Borgman

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Digital Natives, Digital Immigrants* Digital Natives, Digital Immigrants*

““our students have changed radically”our students have changed radically” Entire lives surrounded by and using Entire lives surrounded by and using

computers, videogames, digital music players, computers, videogames, digital music players, video cams, cell phones, and so forth.video cams, cell phones, and so forth. Today’s average college grads have spent less Today’s average college grads have spent less

than 5000 hours reading.than 5000 hours reading. But over 10,000 hours playing video gamesBut over 10,000 hours playing video games Over 20,000 hours watching television.Over 20,000 hours watching television. Computer games, email, Internet, cell phones and Computer games, email, Internet, cell phones and

instant messaging are …their lives.instant messaging are …their lives.

*On the Horizon (NCB University Press, Vol 9, No. 5, October, 2001)

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The effectThe effect

“…“…today’s students think and process today’s students think and process information fundamentally different from information fundamentally different from their predecessors.their predecessors. ““Different kinds of experiences lead to Different kinds of experiences lead to

different brain structures…” different brain structures…” Bruce D. Berry, M.D., Ph.D., Bruce D. Berry, M.D., Ph.D., Basic neuroscience and clinical research, Baylor College of Medicine.Basic neuroscience and clinical research, Baylor College of Medicine.

“…“…it is very likely that our students’ brains it is very likely that our students’ brains have physically changed. and are different have physically changed. and are different from digital immigrants…as a result of how from digital immigrants…as a result of how they grew up.”they grew up.”

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??????

““Whether this is literally true or not, we can Whether this is literally true or not, we can say with certainty that their thinking say with certainty that their thinking patterns have changed.”patterns have changed.”

Students today are “native speakers” of Students today are “native speakers” of digital language.digital language.

Hard WiredHard Wired

1.  The period of time from 16 - 22 is the largest 1.  The period of time from 16 - 22 is the largest period of growth of the moral brain.period of growth of the moral brain.

2.  We are hardwired for morality, thus the better 2.  We are hardwired for morality, thus the better the role models, the better the environment - the the role models, the better the environment - the better the development.better the development.

3.  Because we are hardwired - meaning the brain 3.  Because we are hardwired - meaning the brain grows in proportion to the amount of discussion, grows in proportion to the amount of discussion, thought, and reflection - young people need good thought, and reflection - young people need good role models to discuss, argue, and cause them to role models to discuss, argue, and cause them to think about the important issues of life.think about the important issues of life.

EnvironmentEnvironment

5.  The environment effect of being raised 5.  The environment effect of being raised in the same family is smaller than the in the same family is smaller than the effect of genetics.  You are attached to effect of genetics.  You are attached to family yes, and the older you get the more family yes, and the older you get the more your IQ resembles your biological parents your IQ resembles your biological parents - Scary, isn't it?  This law stands in stark - Scary, isn't it?  This law stands in stark opposition to the common notion that opposition to the common notion that environmental influence increases environmental influence increases throughout life.  Gazzaniga, M. (2005). throughout life.  Gazzaniga, M. (2005). The Ethical Brain. Dana Press.The Ethical Brain. Dana Press.

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We…the immigrantsWe…the immigrants

Speak with an accent.Speak with an accent. Print your email or have your secretary print it Print your email or have your secretary print it

for you…for you… Print out a document to edit it…Print out a document to edit it… Show an interesting web site on your Show an interesting web site on your

computer, rather than sending it to themcomputer, rather than sending it to them Call to see if they got your “email”Call to see if they got your “email”

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Digital ImmigrantsDigital Immigrants

Speak an outdated languageSpeak an outdated language Struggle to teach and relate to a population Struggle to teach and relate to a population

that speaks an entirely new language.that speaks an entirely new language. Obvious to the natives…Obvious to the natives…

School is taught by heavily accented, unintelligible School is taught by heavily accented, unintelligible foreigners who lecture them and use strange foreigners who lecture them and use strange words or speak in language of a different words or speak in language of a different generation – e.g., dialing. generation – e.g., dialing.

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Digital NativesDigital Natives

Are used to receiving information really fast.Are used to receiving information really fast. They They parallel process and multi-taskparallel process and multi-task.. They prefer graphics before their text rather than They prefer graphics before their text rather than

after.after. They function best when networked.They function best when networked. They thrive on They thrive on Instant Gratification and Instant Gratification and

Frequent RewardsFrequent Rewards.. They prefer They prefer games to serious workgames to serious work..

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Digital ImmigrantsDigital Immigrants

Little appreciation of the skills of natives.Little appreciation of the skills of natives. Skills are almost totally foreign.Skills are almost totally foreign. They like to teach slowly, step-by-step, They like to teach slowly, step-by-step,

one thing at a time, individually and one thing at a time, individually and seriously.seriously.

““My students just don’t…like they used to.”My students just don’t…like they used to.” ““They have no appreciation for….or….”They have no appreciation for….or….”

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Digital ImmigrantsDigital Immigrants

Don’t believe their students can learn Don’t believe their students can learn successfully while watching TV or listening to successfully while watching TV or listening to music, because they can’t.music, because they can’t.

Digital natives grew up on “twitch speed” of Digital natives grew up on “twitch speed” of video games and MTV.video games and MTV. They are used to instant hypertext, downloaded They are used to instant hypertext, downloaded

music, phones in their pockets, a library on their music, phones in their pockets, a library on their laptops, beamed messages, and instant messaging.laptops, beamed messages, and instant messaging.

They have networked most or all of their lives.They have networked most or all of their lives. They have little PATIENCE for lectures, step-by-step They have little PATIENCE for lectures, step-by-step

logic, and “tell-test” instruction.logic, and “tell-test” instruction.

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Digital NativesDigital Natives

Is it that Digital Natives can’t pay attention, Is it that Digital Natives can’t pay attention, or that they CHOOSE NOT to?or that they CHOOSE NOT to? The digital natives think that digital immigrant The digital natives think that digital immigrant

teachers make their education NOT WORTH teachers make their education NOT WORTH paying attention to compared to everything paying attention to compared to everything else they experience – and they blame the else they experience – and they blame the immigrants for not paying attention to them.immigrants for not paying attention to them.

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The Digital Native GenerationThe Digital Native Generation

Their brain development…Their brain development… They think in “patches” of time.They think in “patches” of time. They see in a “global” fashion.They see in a “global” fashion. Relationships are more shallow.Relationships are more shallow. Morality is relative.Morality is relative. Text messaging, wired.Text messaging, wired.

Parents – helicopter or hovering..Parents – helicopter or hovering..

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What to do?What to do?

Communicate in language and style of Communicate in language and style of students.students. Going faster, less step-by-step, more in Going faster, less step-by-step, more in

parallel.parallel. Adapting materials to the language of Digital Adapting materials to the language of Digital

natives.natives. Edutainment…maybe it will work and maybe Edutainment…maybe it will work and maybe

not…much has to do with presentation – not…much has to do with presentation – using games for learning.using games for learning.

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What it means for the teacher..What it means for the teacher..

Time on task is limitedTime on task is limited How long – probably not more than 8 minutes.How long – probably not more than 8 minutes.

If you are lecturing them…they will turn out quickly.If you are lecturing them…they will turn out quickly. Sitting and focusing on one subject or one person is very Sitting and focusing on one subject or one person is very

difficult.difficult. give information in brief encounters – the more small the give information in brief encounters – the more small the

snippets the better. snippets the better. Use the web and email for instruction. Text message, Use the web and email for instruction. Text message,

blog, and so forth.blog, and so forth. Keep it short and to the point. Keep it short and to the point.

They want interactive discussion. They want interactive discussion. They want to be a part. They want their voices heard.They want to be a part. They want their voices heard.

Content must be directly related to their world.Content must be directly related to their world. Jerry McGill, Jerry McGill, Learning to LearnLearning to Learn. Humanities Press.. Humanities Press.

Things to TryThings to Try

Break up the class into segmentsBreak up the class into segments Opening session of 5 minutes – review Opening session of 5 minutes – review

introductionintroduction Quiz over last time’s materials Quiz over last time’s materials Information/learning/teaching section – 15 min Information/learning/teaching section – 15 min

maximummaximum On task work, preferably on line, or on boardOn task work, preferably on line, or on board Video clips, 15 minutesVideo clips, 15 minutes Review of Class.Review of Class.

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