When I read Prensky’s idea of digital natives and digital immigrants, I initially thought “of course, this all makes complete sense”! The examples of digital immigrants as people who print emails and bring people to computers to see a neat website resonated with me (Prensky, 2001). A fellow young teacher and I were laughing in the workroom just this week as another email from a teacher who has taught for over thirty years was printing out. We both mentioned how we would never even consider doing this and did not understand why they do it at all. As digital natives, or people who grew up with television, computers, internet, and cell phones, we did not understand the principles or thoughts behind a tool we would never use in this manner because we grew up making folders and storing important messages in our inbox.
As I continued to read Prensky’s article and began reading articles by other authors on the subject, I began to see flaws in Prensky’s writing, specifically his terminology and chosen analogies. For example, I agree that there is a generational gap caused by the rapid increase in technology that does fit the majority of people who then fall into the two categories of either digital native (someone born into something) or digital immigrant (someone who may learn customs and language, but will never be born into that something). However, as Bayne and Ross note, natives and immigrants have a very real negative tone that rings close to home in a world struggling with many immigration issues. I agree that these assumptions need to be considered to prevent us from becoming fixed in any negative thought patterns (Bayne and Ross, 2007).
When I consider digital natives and digital immigrants, I prefer to see it as a spectrum where an individual may fall at any certain spot. Taking myself as an example, I was born into a world with multiple modes of technology, but my household did not have a computer or a video game system. We rarely watched television as my mother did not like the noise all day long. I did not own a computer or cell phone until my college years. Until then, my access was very limited to school, library, and the homes of friends. Therefore, I spent much of my time doing outdoor physical activities, playing imaginative indoor games, or reading which does not fit Prensky’s view as a digital native. However, my cell phone and laptop are now vital tools in my everyday life. As my earlier comment states, I find many of the practices of classic digital immigrants unnecessary. I do not consider myself as a fit for either one position, but closer to digital native on a spectrum between the two categories.
This falls in line with what VanSlyke says about another flaw in Prensky’s beliefs. He states that several questions need to be considered before classifying an individual as a native or an immigrant of technology besides birth year, including the extent of exposure to technology (VanSlyke, 2003). I do not think classifying a human being is as easy as picking a year of birth.
I do agree with Prensky on the notion that we must consider that our students today are different from those in the past. After noting that students may be more or less native depending on their exposure and other considerations, a difference amongst the majority of our student population cannot be denied. As he states in Do They Really Think Differently,, students today do seem to “crave interactivity – an immediate response to their each and every action” (Prensky, 2001).
As teachers, we must consider the idea that their brains may be altered due to their experiences and change our teaching accordingly. However, as VanSlyke suggests, I feel the best outcome might occur as a cultural assimilation, or a mutual process of combining two cultures. In my classroom, I have met the challenges of teaching digital natives by incorporating learning based games on our computers as Prensky suggests. I have also used visuals to introduce and teach key terms and ideas. My classroom is largely structured around fast-paced mini-lessons and quick small group activities. However, I continue to encourage my students to read books and build their reading stamina inside and outside of school hours. I continue to include activities of reflection, communication, and discussion with modeling and practice. I truly believe a balance between these two worlds can work best in the education of children in this new generation.
Bayne, S., & Ross, J. (2007, December). The 'digital native' and 'digital immigrant': a dangerous opposition. Retrieved from http://www.malts.ed.ac.uk/staff/sian/natives_final.pdf
Prensky, M. (2001, October). Digital natives, digital immigrants. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Prensky, M. (2001, December). Do they really think differently?. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf
VanSlyke, T. (2003, May/June). Digital native, digital immigrants: some thoughts from the generation gap. Retrieved from http://depd.wisc.edu/html/TSarticles/Digital%20Natives.htm
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