1 / 58

Reaching the Digital Native

In the modern classroom, educators face the challenge of engaging digital natives—students who thrive in an online, interactive environment. To connect with these learners, teachers (digital immigrants) must recognize their distinct information processing styles. By meeting students on their turf and utilizing their interests, such as audio storytelling and multimedia content, educators can create impactful learning experiences. The incorporation of relevant technology and innovative methods is key to fostering engagement and enhancing academic performance.

india-kelly
Download Presentation

Reaching the Digital Native

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Reaching the Digital Native Daniel Kelo Web Applications DeveloperLEARN NC – School of EducationThe University of North Carolina at Chapel Hill dkelo@learnnc.org

  2. The Digital Natives are Getting Restless

  3. The Digital Natives are Getting Restless • How can teachers (digital immigrants) reach them?

  4. The Digital Natives are Getting Restless • How can teachers (digital immigrants) reach them? • Recognize that they process information differently

  5. The Digital Natives are Getting Restless • How can teachers (digital immigrants) reach them? • Recognize that they process information differently • Meet them on their turf: Get ‘em where they live

  6. The Digital Natives are Getting Restless • How can teachers (digital immigrants) reach them? • Recognize that they process information differently • Meet them on their turf: Get ‘em where they live • What do they do? Your students: • Text • Listen • Watch • Remix • Share • Play games • Interact on social networking sites

  7. The Digital Natives are Getting Restless • How can teachers (digital immigrants) reach them? • Recognize that they process information differently • Meet them on their turf: Get ‘em where they live • What do they do? Your students: • Text • Listen • Watch • Remix • Share • Play games • Interact on social networking sites • How can you take advantage of the skills and interests that they have already developed to engage them in learning?

  8. Digital Native: Get ‘em where they live

  9. Digital Native: Get ‘em where they live • Consider ways to incorporate audio

  10. Digital Native: Get ‘em where they live • Consider ways to incorporate audio • Social Studies • Oral histories and interviews • http://www.learnnc.org/lp/editions/oralhistory2002

  11. Digital Native: Get ‘em where they live • Consider ways to incorporate audio • Social Studies • Oral histories and interviews • http://www.learnnc.org/lp/editions/oralhistory2002 • Natural sciences (frog or other animal calls)

  12. Digital Native: Get ‘em where they live • Consider ways to incorporate audio • Social Studies • Oral histories and interviews • http://www.learnnc.org/lp/editions/oralhistory2002 • Natural sciences (frog or other animal calls) • Foreign languages (phrases, vocabulary)

  13. Digital Native: Get ‘em where they live • Consider ways to incorporate audio • Social Studies • Oral histories and interviews • http://www.learnnc.org/lp/editions/oralhistory2002 • Natural sciences (frog or other animal calls) • Foreign languages (phrases, vocabulary) • Music history or song IDs

  14. Digital Native: Get ‘em where they live • Consider ways to incorporate audio • Social Studies • Oral histories and interviews • http://www.learnnc.org/lp/editions/oralhistory2002 • Natural sciences (frog or other animal calls) • Foreign languages (phrases, vocabulary) • Music history or song IDs • Podcasts (lectures, broadcast segments, etc.)

  15. Digital Native: Get ‘em where they live • Consider ways to incorporate audio • Social Studies • Oral histories and interviews • http://www.learnnc.org/lp/editions/oralhistory2002 • Natural sciences (frog or other animal calls) • Foreign languages (phrases, vocabulary) • Music history or song IDs • Podcasts (lectures, broadcast segments, etc.) • Can you think of other ways to use sound to convey your subject?

  16. Digital Native: Get ‘em where they live • Consider ways to incorporate audio • Social Studies • Oral histories and interviews • http://www.learnnc.org/lp/editions/oralhistory2002 • Natural sciences (frog or other animal calls) • Foreign languages (phrases, vocabulary) • Music history or song IDs • Podcasts (lectures, broadcast segments, etc.) • Can you think of other ways to use sound to convey your subject? • Teachers have reported significant improvements in test scores after incorporating audio podcasts

  17. Get ‘em where they live: In Practice

  18. Get ‘em where they live: In Practice • Make filenames relevant to material

  19. Get ‘em where they live: In Practice • Make filenames relevant to material • Add metadata/ID3 tag if additional text would help your students identify attributes of audio • This text is displayed by most audio players • ID3 tags can be edited in iTunes (File, Get Info) or by one of the many available ID3 editors • http://lifehacker.com/5266613/six-best-mp3-tagging-tools

  20. Get ‘em where they live: In Practice • Make filenames relevant to material • Add metadata/ID3 tag if additional text would help your students identify attributes of audio • This text is displayed by most audio players • ID3 tags can be edited in iTunes (File, Get Info) or by one of the many available ID3 editors • http://lifehacker.com/5266613/six-best-mp3-tagging-tools • Best to stick with commonly-displayed tags like title and artist (ex: artist=Spring Peeper Frog, title=Breeding Call)

  21. Get ‘em where they live: In Practice • Make filenames relevant to material • Add metadata/ID3 tag if additional text would help your students identify attributes of audio • This text is displayed by most audio players • ID3 tags can be edited in iTunes (File, Get Info) or by one of the many available ID3 editors • http://lifehacker.com/5266613/six-best-mp3-tagging-tools • Best to stick with commonly-displayed tags like title and artist (ex: artist=Spring Peeper Frog, title=Breeding Call) • Direct students to download audio files themselves from sites like learnnc.org, or package data for them if you have a web-accessible place to share files

  22. Get ‘em where they live: Access

  23. Get ‘em where they live: Access • Recent studies reveal that the “Digital Divide” is shrinking (University of Minnesota (2008, June 21). Educational Benefits Of Social Networking Sites)

  24. Get ‘em where they live: Access • Recent studies reveal that the “Digital Divide” is shrinking (University of Minnesota (2008, June 21). Educational Benefits Of Social Networking Sites) • Students do not need latest iPhone or iPod

  25. Get ‘em where they live: Access • Recent studies reveal that the “Digital Divide” is shrinking (University of Minnesota (2008, June 21). Educational Benefits Of Social Networking Sites) • Students do not need latest iPhone or iPod • Standard “old” MP3 player perfectly adequate

  26. Get ‘em where they live: Access • Recent studies reveal that the “Digital Divide” is shrinking (University of Minnesota (2008, June 21). Educational Benefits Of Social Networking Sites) • Students do not need latest iPhone or iPod • Standard “old” MP3 player perfectly adequate • This technology has existed for nearly a decade

  27. Get ‘em where they live: Access • Recent studies reveal that the “Digital Divide” is shrinking (University of Minnesota (2008, June 21). Educational Benefits Of Social Networking Sites) • Students do not need latest iPhone or iPod • Standard “old” MP3 player perfectly adequate • This technology has existed for nearly a decade • ~2GB players available for < $20 including shipping, (sometimes less than $10 if you shop smart)

  28. Get ‘em where they live: Access • Recent studies reveal that the “Digital Divide” is shrinking (University of Minnesota (2008, June 21). Educational Benefits Of Social Networking Sites) • Students do not need latest iPhone or iPod • Standard “old” MP3 player perfectly adequate • This technology has existed for nearly a decade • ~2GB players available for < $20 including shipping, (sometimes less than $10 if you shop smart) • Best if player has at least a text display

  29. Get ‘em where they live: Access • Recent studies reveal that the “Digital Divide” is shrinking (University of Minnesota (2008, June 21). Educational Benefits Of Social Networking Sites) • Students do not need latest iPhone or iPod • Standard “old” MP3 player perfectly adequate • This technology has existed for nearly a decade • ~2GB players available for < $20 including shipping, (sometimes less than $10 if you shop smart) • Best if player has at least a text display • Video support is nice, but not yet necessary

  30. Digital Native: Finding Media

  31. Digital Native: Finding Media, cont…

  32. Digital Native: Finding Media, cont…

  33. The Digital Native: Text Messaging

  34. The Digital Native: Text Messaging • Today’s cell phones are not merely phones

  35. The Digital Native: Text Messaging • Today’s cell phones are not merely phones • They are powerful portable computers, and this will become increasingly important in the future

  36. The Digital Native: Text Messaging • Today’s cell phones are not merely phones • They are powerful portable computers, and this will become increasingly important in the future • Your students love to text

  37. The Digital Native: Text Messaging • Today’s cell phones are not merely phones • They are powerful portable computers, and this will become increasingly important in the future • Your students love to text • Many (all?) of them think email is for old people

  38. The Digital Native: Text Messaging • Today’s cell phones are not merely phones • They are powerful portable computers, and this will become increasingly important in the future • Your students love to text • Many (all?) of them think email is for old people • Get in touch with them on their terms

  39. The Digital Native: Text Messaging • Today’s cell phones are not merely phones • They are powerful portable computers, and this will become increasingly important in the future • Your students love to text • Many (all?) of them think email is for old people • Get in touch with them on their terms • If you can’t beat it… exploit it!

  40. The Digital Native: Text Messaging • Today’s cell phones are not merely phones • They are powerful portable computers, and this will become increasingly important in the future • Your students love to text • Many (all?) of them think email is for old people • Get in touch with them on their terms • If you can’t beat it… exploit it! • Think of ways to creatively employ texting to enhance learning in your classroom • Employ phones as a response system for quizzes, polls, etc. • Teacher can immediately see results • Consider virtual office hours for questions via text

  41. The Digital Native: Text Messaging • Today’s cell phones are not merely phones • They are powerful portable computers, and this will become increasingly important in the future • Your students love to text • Many (all?) of them think email is for old people • Get in touch with them on their terms • If you can’t beat it… exploit it! • Think of ways to creatively employ texting to enhance learning in your classroom • Employ phones as a response system for quizzes, polls, etc. • Teacher can immediately see results • Consider virtual office hours for questions via text • Challenges: • Avoid use during tests • Misuse or inappropriate use

  42. Digital Native: Game-Based Learning

  43. Digital Native: Embedded Google Maps

  44. Reaching the Digital Native: Summary

  45. Reaching the Digital Native: Summary • Incorporate audio into your lessons

  46. Reaching the Digital Native: Summary • Incorporate audio into your lessons • Use texting for interactivity with your students, (polls, quizzes, spelling bees, etc.)

  47. Reaching the Digital Native: Summary • Incorporate audio into your lessons • Use texting for interactivity with your students, (polls, quizzes, spelling bees, etc.) • Consider short code or poll collection: http://www.micropoll.com

  48. Reaching the Digital Native: Summary • Incorporate audio into your lessons • Use texting for interactivity with your students, (polls, quizzes, spelling bees, etc.) • Consider short code or poll collection: http://www.micropoll.com • Explore gaming as a possible means to engage students

  49. Reaching the Digital Native: Summary • Incorporate audio into your lessons • Use texting for interactivity with your students, (polls, quizzes, spelling bees, etc.) • Consider short code or poll collection: http://www.micropoll.com • Explore gaming as a possible means to engage students • Employ Google Maps (in many LEARN NC resources), Google Earth, GPS, etc.

  50. Reaching the Digital Native: Summary • Incorporate audio into your lessons • Use texting for interactivity with your students, (polls, quizzes, spelling bees, etc.) • Consider short code or poll collection: http://www.micropoll.com • Explore gaming as a possible means to engage students • Employ Google Maps (in many LEARN NC resources), Google Earth, GPS, etc. • Keep abreast of technological developments

More Related