The digital natives as learners: Technology use patterns and approaches to learning BY PENNY THOMPSON

Jodie & Gabby

RESEARCH QUESTIONS

1. What technology are we using and how often?2. Which digital learner characteristics do students report having when learning topics of personal interest?3. When we’re interested are we more or less productive? 4. Does our technology usage correlate with characteristics and productivity?

ICE BREAKER

HANDS UP IF YOU HAVE USED ANY OF THE FOLLOWING TECHNOLOGIES IN THE LAST 48 HOURS…

• text messaging• Facebook• voice call • chatting in real-time• using several technologies at once

1

HANDS UP IF YOU HAVE USED ANY OF THE FOLLOWING TECHNOLOGIES IN THE LAST 48 HOURS…

• creating a digital image• uploading a digital image to a file-sharing site• creating or editing a video• uploading a video to a file-sharing site•creating an audio file

2

HANDS UP IF YOU HAVE USED ANY OF THE FOLLOWING TECHNOLOGIES IN THE LAST 48 HOURS…

• reading, writing, commenting on blog entries• creating or maintaining a website• reading long detailed web pages • reading entertainment web pages

3

TECHNOLOGIES① Text messaging, Facebook, voice call, chatting in real-time, using several

technologies at once

② Creating a digital image, uploading a digital image to a file-sharing site, creating or editing a video, uploading a video to a file-sharing site, and creating an audio file

③ Reading, writing, and commenting on blog entries, creating or maintaining a website, reading long detailed web pages, and reading entertainment web pages

④ Gaming

⑤ Use the web to explore a topic in depth, look up a fact, watching a video online, and listening to music online

⑥ Annotating a web page, using a social bookmarking site, using a shared document on the web (e.g., Google docs), and contributing to a wiki

⑦ Using word processors, spreadsheets, databases, and presentation tools

⑧ Updating or reading a micro-blogging site such as Twitter

⑨ Reading books for enjoyment or for learning

DIGITAL LEARNER CHARACTERISTICS

• Craving speed• Desire to multitask• Preference for pictures over text• Nonlinear processing• Wanting to be constantly connected• Learning through activity• Expecting immediate feedback or payoff• Expecting to have technology and feeling anxious without it

THEORETICAL FRAMEWORK UNDERPINNING THE RESEARCH [1]

“The popular press claims regarding a distinctly ‘digital native’ set of learning habits and behaviours are based on the assumption that immersion in digital technology during childhood and adolescence, when neural plasticity is high, habituates certain behaviours that affect the way digital natives think and learn” (Thompson, 2013, p.13)

THEORETICAL FRAMEWORK UNDERPINNING THE RESEARCH [2]

• Neural plasticity is the “process where training in specific skills leads to the development and strengthening of neural circuitry used in performing those skills” (Thompson, 2013, p.13)

• Prensky claims children’s playing of video games and use of digital technologies results in the exact type of training that can affect development, such as: superior visual skills, hand-eye coordination, multitasking and quick reaction to unexpected events.

• Some researchers have cautioned that neural plasticity is involved in ALL learning and should be used to assert that digital natives are different from previous generations

THEORETICAL FRAMEWORK UNDERPINNING THE RESEARCH [3]

• Academics also criticise popular claims based on lack of empirical evidence as the data thus far has mostly been anecdotal or proprietary

• This study aims to take steps towards the testing of assumptions implicit in popular press

DESIGN OF THE METHOD FOR DATA COLLECTION

PARTICIPANTS• 3000 random freshmen students from

a large Midwestern university • 388 complete responses • Average age 18.22 years• 61% GPA 3.5 - 3.9

DESIGN OF THE METHOD FOR DATA COLLECTIONMATERIALS• Data collection instrument: questionnaire

developed by researcher• Questionnaire structured around 10 digital

learner characteristics (mentioned previously)• Split into 4 parts – Digital Characteristics

scale, The Productive Learning Habits Scale, Technology Use and Basic demographic information* *online error: gender & ethnicity unknown

DESIGN OF THE METHOD FOR DATA COLLECTION

• Descriptive and inferential statistics used to extract meaningful information from data

• A principle components factor analysis performed on technology use section of questionnaire to condense 41 technology activities into 9 categories (mentioned previously)

• Descriptive statistics computed, means and stand deviation computed for entire scale and individual questions, then series of bivariate correlations performed to investigate relationships between four parts

PRESENTATION & DISCUSSION OF RESULTS [1]

Research Question 1

Implications

• Teachers should evaluate claims about digital natives’ technology proficiency critically and make realistic assessments of their own students’ proficiencies

• Teachers should not assume students who do not choose games or develop multimedia projects in their free time find it motivating or engaging in educational contexts

PRESENTATION & DISCUSSION OF RESULTS [2]

Research Question 2

Implications

• Teachers should create iterative searches should be employed to enable deep learning

• Do not assume students are exploiting all possible benefits of technology or using it most productively for learning

• Therefore, instruction in skills in crafting and refining search terms as well as scaffolding effective use of available technology

PRESENTATION & DISCUSSION OF RESULTS [3]

Research Question 3

Implications

• Data collection based on self-reporting so there is no way of knowing whether they actually do persist … at the very least, displays acknowledgement for the need for behaviours

• Highlights that majority of students feel it’s the teachers’ responsibility to make learning enjoyable; employing the use of technology and other tools to do so.

PRESENTATION & DISCUSSION OF RESULTS [4]

Research Question 4

Implications

• Challenge popular press assumptions that digital learners are a homogeneous group of learners

• Correlation could be due to students with low productive study habits using Rapid Communications as a medium for procrastination

• Teachers should scaffold better learning habits

CONCLUSION

“students may be using a narrower range of technology tools than the popular press authors claim, and they may not be exploiting the full benefits of these technology tools when using them in a learning context.” (Thompson, 2013, p. 23)

CONCLUSION

Students are not “self-sufficient learners” if they’re simply given technology and no guidance. Teachers have to prepare students for the digital world by providing scaffolding that takes them beyond rapid communication technology.

(Thompson, 2013, p. 23)

IMPLICATION FOR FURTHER RESEARCH & TEACHING• How to use a search engine effectively• How to manage the distractions of technology• Technology is ONE influence among MANY