Deconstructing Digital Natives

Thomas, Michael

doi:10.4324/9780203818848

Cited by 124 publications

(14 citation statements)

References 3 publications

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“…On the other, the popularity of the ' digital natives' rhetoric, even though it has been substantially critiqued (Helsper & Eynon, 2010;Prensky, 2001;Thomas, 2011), means that parents are seen by educators (or assume themselves) as ' digital immigrants' unable to support their children in the new digital world. Even if this were once valid, it now fails to capture the generational shift in which today's parents have, first, themselves grown up in the digital age and, second, often use digital skills in their own lives, even when their jobs may not seem to require this.…”

Section: Beyond a Deficit View Of Parentsmentioning

confidence: 99%

Parents’ Role in Supporting, Brokering or Impeding Their Children’s Connected Learning and Media Literacy

Livingstone

Blum-Ross

2019

Cultural Science Journal

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How do parents and carers approach the task of bringing up their children in the digital age? What is their vision of their children's future and that of the wider society? Most importantly, how are parental expectations, and expectations of parents, designed into learning opportunities for children, if at all? In this article, our focus is on how children gain media literacy in a range of non-formal sites including after school clubs, digital media learning courses, makerspaces and, of course, the home.

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Section: Beyond a Deficit View Of Parentsmentioning

confidence: 99%

Parents’ Role in Supporting, Brokering or Impeding Their Children’s Connected Learning and Media Literacy

Livingstone

Blum-Ross

2019

Cultural Science Journal

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“…In terms of age, for example, some educational commentators have described many teachers as being noticeably digitally disadvantaged in comparison with their “digital native” students. In this sense, many “digital immigrant” adults have been described as being largely out of the loop of technological change, leaving little opportunity for schoolteachers to alter their practices or modes of provision to fit with their students' digital native way‐of‐being (see Thomas, 2011).…”

Section: Introductionmentioning

confidence: 99%

Do school‐level factors influence the educational benefits of digital technology? A critical analysis of teachers' perceptions

Perrotta¹

2012

Brit J Educational Tech

115

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The supposed benefits of teachers' use of information and communications technology (digital technology) are well reported throughout the academic literature—most often involving issues of enhanced learning outcomes, increased pupil engagement and more efficient management and organisation of learning. This paper uses survey data from 683 teachers in 24 secondary schools across the UK to analyse the factors influencing how these benefits are being experienced. In particular, the paper explores the complex relationships between teachers' perceptions of technology‐related benefits and a range of individual, classroom, school and system‐level issues. A number of mediating issues and influences are identified and discussed throughout these analyses. In particular, it is suggested that teachers' perceptions of the benefits of using technology are influenced more by institutional rather than individual characteristics. A number of possible reasons are discussed, highlighting the importance of social and cultural contexts of digital technology use in education. Practitioner Notes What is already known about this topic So far, research on teachers' perceptions of the benefits of information and communication technologies (ICTs) has shown that while some teachers effortlessly “assimilate” and incorporate digital technologies into their teaching, and are more inclined to see the benefits of technology use in their classrooms, many others are often “blamed” for failing to see the “obvious” benefits of ICTs in the classroom. Descriptions and analyses currently available therefore position particular groups and “types” of teachers as having rather uneasy relationships with technology, while at the same time representing technology use as the most rational and obvious choice for all teachers, irrespective of social and cultural differences. What this paper adds The paper argues that there is a need for more attention to be paid to how digital technologies are being used between different schools and, more problematically, to explore the relationship between teachers' perceptions and a range of individual and institutional factors. The paper attempts to move beyond the “discourses of deficiency” that characterise some schoolteachers as lacking individual attributes, capabilities and the required rational mindset to appreciate the “compelling potential” of ICTs. In particular, this paper explores in more detail the complex relationships between the benefits of technology use as perceived by schoolteachers and the various individual, classroom, school and system‐level issues that may underlie these perceptions. The findings suggest that broader contextual and cultural dimensions may mediate and significantly alter individual perceptions. Implications for practice and/or policy This paper points to the need to develop a more rounded picture of the relationship(s) between the social contexts that surround schools, teachers and technology use. Indeed, there is arguably a need to move beyond “blaming” certain groups of ...

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“…Los resultados mostraron que para la realización de las actividades propuestas en el MOOC, los participantes movilizaron de forma eficiente, habilidades y destrezas en el uso de las TIC, gracias a las cuales pudieron generar sus REA y difundirlos a través de medios masivos de Internet. Como señala Thomas (2011), en el contexto educativo, el uso de TIC implica el uso de herramientas básicas, descargas, búsquedas, navegación, clasificación, integración, evaluación, comunicación, cooperación y creación, a fin de mejorar la calidad y el acceso a la educación, lo que incluye la estimulación de la producción, el intercambio y el acceso a REA (UNESCO, 2012;Amador, 2013).…”

Section: Discusión Y Conclusionesunclassified

Evaluation of Digital Didactic Skills in Massive Open Online Courses: a Contribution to the Latin American Movement

Carranza¹,

Corella

Montoya³

2015

Comunicar: Media Education Research Journal

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The aim of this article is to present an evaluation of digital teaching skills in a project funded by the National Distance Education System (SINED) in Mexico conducted on a Massive Open Online Course (MOOC) which was designed to develop competences in teachers in the distance learning or classroom setting for the integration of open educational resources (OER). The course was conducted by the Regional Open Latin American Community for Social and Educational Research (Clarise), and posed the question: how are distance learning didactic competences using OER developed? The aim was to identify and evaluate how OER were used and the form they took throughout the stages of the open education movement. The study deployed a mixed methodology with instruments such as emailed questionnaires for the MOOC participants, viewing screens in the discussion forums and anecdotal evidence. The results show that MOOC participants were able to develop digital teaching skills, identify how to use OER and how the training process occurs in the open education movement. Constraints to the development of these skills were also seen in the acculturation in the open education movement, as well as limitations on the design of distance learning models that promote these skills and the recognition of informal learning. El objetivo de este artículo es presentar la evaluación de competencias digitales didácticas en el entorno de un proyecto financiado por el Sistema Nacional de Educación a Distancia (SINED) de México, donde se llevó a cabo un curso masivo abierto (Massive Open Online Course: MOOC, por sus siglas en inglés), dirigido a desarrollar competencias en profesores de educación a distancia o presencial para integrar recursos educativos abiertos (REA). El curso se impartió a través de la Comunidad Latinoamericana Abierta Regional de Investigación Social y Educativa (Clarise). Se partió de la interrogante ¿cómo se desarrollan las competencias didácticas en ambientes de aprendizaje a distancia que utilizan REA?, con el fin de identificar y evaluar cómo se usan los REA y cómo se está formando a través de las etapas del movimiento educativo abierto. La metodología empleada fue mixta, con instrumentos de cuestionarios electrónicos para los participantes, rejillas de observación en foros de discusión y registros anecdóticos. Los resultados muestran que los participantes en un MOOC, logran desarrollar competencias digitales didácticas, lográndose identificar claramente cómo se usan los REA y cómo se está dando el proceso de formación en el movimiento educativo abierto; sin embargo, también se denotan limitaciones para el desarrollo de estas competencias, tales como la culturización en el movimiento educativo abierto, el diseño de modelos de aprendizaje a distancia que promuevan las competencias y el reconocimiento del aprendizaje informal.

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Deconstructing Digital Natives

Cited by 124 publications

References 3 publications

Parents’ Role in Supporting, Brokering or Impeding Their Children’s Connected Learning and Media Literacy

Parents’ Role in Supporting, Brokering or Impeding Their Children’s Connected Learning and Media Literacy

Do school‐level factors influence the educational benefits of digital technology? A critical analysis of teachers' perceptions

Evaluation of Digital Didactic Skills in Massive Open Online Courses: a Contribution to the Latin American Movement

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