scholarly journals An Emigrant Teachers’ Excursion in the World of Digital Native Students

2014 ◽  
Vol 128 ◽  
pp. 262-268
Author(s):  
Mironov Cosmina ◽  
Borzea Anca
Keyword(s):  
Native Students ◽  
Digital Native ◽  
The World

Digital Native Students

2017 ◽  
Vol 7 (2) ◽  
pp. 13-26 ◽  
Author(s):  
Su-Ting Yong
Keyword(s):  
Gender Gap ◽  
Computer Games ◽  
Qualitative Interviews ◽  
Mathematics Learning ◽  
Spatial Abilities ◽  
Native Students ◽  
Digital Native ◽  
Spatial Skills ◽  
And Mathematics ◽  
The Many

The purpose of this study was to explore gender differences among digital native students in mathematics learning and gaming. A quantitative dominant mixed methods approach was employed in which quantitative surveys [174 students] and qualitative interviews [eight students, eight parents and six teachers] were administered concurrently. Data collected has revealed that students are characterized as digital natives and do not portray a significant gender gap in technology usage. Nevertheless, males and females tend to demonstrate their digital native characteristics differently. Males are more likely to play computer games and acknowledge the many benefits of gaming. Moreover, boys have better spatial skills and they are more confident in mathematics. While females still lag behind males in spatial abilities and mathematics confidence in the past, digital native females are not helping to close the gender gap. Essentially, girls could play more computer games to strengthen their spatial abilities.

Creating a Personalized Artificial Intelligence Course

2012 ◽  
pp. 31-48
Author(s):  
Elvira Popescu ◽  
Costin Badica
Keyword(s):  
Artificial Intelligence ◽  
Learning Style ◽  
Educational System ◽  
Native Students ◽  
Digital Native ◽  
Adaptation Mechanism ◽  
Teachers And Students

This paper illustrates the use of WELSA adaptive educational system for the implementation of an Artificial Intelligence (AI) course which is individualized to the learning style of each student. Several of the issues addressed throughout this paper are describing similar approaches existing in literature, how the AI course is created, and what kind of personalization is provided in the course including the underlying adaptation mechanism. The authors also focus on whether the course is used effectively by the stakeholders (teachers and students respectively). Results obtained in the paper confirm the practical applicability of WELSA and its potential for meeting the personalization needs and expectations of the digital native students.

Creating a Personalized Artificial Intelligence Course

2013 ◽  
pp. 262-278
Author(s):  
Elvira Popescu ◽  
Costin Badica
Keyword(s):  
Artificial Intelligence ◽  
Learning Style ◽  
Educational System ◽  
Native Students ◽  
Digital Native ◽  
Adaptation Mechanism ◽  
Teachers And Students

This paper illustrates the use of WELSA adaptive educational system for the implementation of an Artificial Intelligence (AI) course which is individualized to the learning style of each student. Several of the issues addressed throughout this paper are describing similar approaches existing in literature, how the AI course is created, and what kind of personalization is provided in the course including the underlying adaptation mechanism. The authors also focus on whether the course is used effectively by the stakeholders (teachers and students respectively). Results obtained in the paper confirm the practical applicability of WELSA and its potential for meeting the personalization needs and expectations of the digital native students.

scholarly journals Digital Immigrants and Digital Natives: Learning Business Informatics at Higher Educational Level

2014 ◽  
Vol 5 (2) ◽  
pp. 84-96 ◽  
Author(s):  
Dalia Suša
Keyword(s):  
Teaching Practices ◽  
Digital Natives ◽  
Native Students ◽  
Digital Native ◽  
Digital Immigrants ◽  
Before And After ◽  
The Subject ◽  
Higher Educational ◽  
Business Informatics ◽  
High Level

AbstractBackground: The term digital natives refer to those born since the 1980s and have been growing up surrounded by technology. On the other hand, digital immigrants are born before 1980s and learned how to use technology later in life. Objectives: Goal of the paper is to explore attitudes of digital native students on the course of Business Informatics at higher educational institutions (HEIs), and to compare them with attitudes of digital immigrants. Methods/Approach: The survey was conducted in 2014 using the sample of first-year Business Informatics students from the Faculty of Economics and Business in Zagreb, Croatia. Results were compared with a research conducted in 1998. Results: In comparison to an earlier research, digital natives perceive their level of competency in the subject of Business Informatics before teaching practices much higher compared to digital immigrants. However, there is still an increase in digital native students’ level of competency in the subject before and after teaching practices. Conclusions: The research confirms a shift from digital immigrants to digital natives who show high level of interest for Business Informatics course topics and find its utility very high. However, constant improvement of delivering knowledge is needed in order to keep these high levels.

scholarly journals REMODELED SOCIO-CULTURAL AND ACADEMIC E-LEARNING

2021 ◽  
Vol 71 (1) ◽  
pp. 1-2
Author(s):  
Khadija Qamar ◽  
Faiza Kiran
Keyword(s):  
Online Learning ◽  
Digital Native ◽  
Digital Immigrants ◽  
Social Distancing ◽  
Face To Face ◽  
The World ◽  
Giant Leap ◽  
E Learning ◽  
Face To Face Instruction ◽  
Medical Colleges

Panacea erupted by COVID-19 outbreak has transformed our personal and political perspectives, on priorities and mode of lives, around the world. On March 11, 2020, WHO declaring it as a pandemic followed by nation wide smart lockdown and implementation of social distancing, has remodeled our sociocultural and academic norms.To our interest, it has encouraged medical colleges of our country to take a giant leap from a traditional face-to-face instruction to online learning. Though sudden, massive, and unplanned transition it might be, this not only changed mode of curricular delivery, but uncovered opportunity of grooming ourselves to Millennial expectations. Initially, our digital recluse faculty had to learn basics of computer to become digital refugees. Later, they successfully adapted themselves as digital immigrants to teach a digital native generation!

iPad

2016 ◽  
pp. 1230-1254 ◽  
Author(s):  
Ursula Thomas
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Daily Life ◽  
Teacher Educator ◽  
Educational Leaders ◽  
Digital Native ◽  
Learning Program ◽  
Educator Preparation ◽  
The World ◽  
Distance Learning Program

It is the unavoidable and it is not going away. The gravity of technology has firmly planted itself in our daily existence and yes, this includes teacher education. As technology has because our normative environment in daily life it has also become normative in educator preparation; our new oxygen. This commonplace element is hailed as a tool of equity for learners, preschool through college. Our current populations of learners are digital natives, but many educational leaders are digital tourists. As we look to challenge the traditional notions of distance learning, program offerings, and educator preparation models we must rapidly embrace the persona of the digital native to increase relationships with those we prepare as teachers while at the same time valuing and increasing diversity and voice. This chapter seeks to examine how a teacher educator engages preservice teachers in the world of diversity using technology.

iPad

2015 ◽  
pp. 268-291
Author(s):  
Ursula Thomas
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Daily Life ◽  
Teacher Educator ◽  
Educational Leaders ◽  
Digital Native ◽  
Learning Program ◽  
Educator Preparation ◽  
The World ◽  
Distance Learning Program

It is the unavoidable and it is not going away. The gravity of technology has firmly planted itself in our daily existence and yes, this includes teacher education. As technology has because our normative environment in daily life it has also become normative in educator preparation; our new oxygen. This commonplace element is hailed as a tool of equity for learners, preschool through college. Our current populations of learners are digital natives, but many educational leaders are digital tourists. As we look to challenge the traditional notions of distance learning, program offerings, and educator preparation models we must rapidly embrace the persona of the digital native to increase relationships with those we prepare as teachers while at the same time valuing and increasing diversity and voice. This chapter seeks to examine how a teacher educator engages preservice teachers in the world of diversity using technology.

Sign in / Sign up

Export Citation Format

Share Document