Learners of Digital Era (LoDE): What’s True, and What’s Just Hype About the So-Called Digital Natives

2015 ◽  
pp. 105-120
Keyword(s):  
Digital Natives ◽  
Digital Era

scholarly journals Teaching English: An afresh sophisticated technique to cultivate digital native learners’ vocabulary by utilizing seesaw media as digital literacy

2020 ◽  
Vol 1 (2) ◽  
pp. 62
Author(s):  
Ikrar Genidal Riadil
Keyword(s):  
Digital Literacy ◽  
Reading Ability ◽  
Research Study ◽  
Digital Natives ◽  
Reading Literacy ◽  
Literacy Teachers ◽  
Digital Era ◽  
The Media ◽  
Research Questions ◽  
The Government

In the modern and digital era, digital native’s learners are conceived into an era of digital networking. It keeps everything connected to technology. Digital natives with digital technical expertise and abilities which can theoretically be utilized for improved learners’ interaction in the classroom. The government has began to vigorously increase the literacy culture in schools by doing reading literacy. Teachers will be willing to provide an precedent by developing a community of literacy at school. Increased classroom reading atmosphere also improves vocabulary for learners studying English. The Seesaw Media implementation may also help learners to insert allusions to enhance scientific knowledge as a regulatory framework for learning. The aim of this research was to discern the use of Seesaw as the media of literacy to cultivate learners’ vocabulary. This research pursued to answer two research questions; (1) does Seesaw Media helps learners to improve their reading ability? And (2) what are the impacts of Seesaw Media application on the learners on developing vocabulary? The methods used by the researcher were; firstly, the researcher distributed the questionnaire with the English learner's. Secondly, the researcher assessed the feedback from the respondents. Thirdly, the researcher sought the response to the learners on the effect of reading ability by using Seesaw. This research has used descriptive qualitative to conduct the research study. This result of the research has shown the Seesaw Media helped learners to improve their reading ability.

Why digital natives need books: The myth of the digital native

First Monday ◽  
2018 ◽  
Author(s):  
Hildegunn Støle
Keyword(s):  
Reading Development ◽  
Reading Skill ◽  
Digital Natives ◽  
Book Reading ◽  
Growing Up ◽  
Digital Native ◽  
Learning To Read ◽  
Digital Devices ◽  
Digital Era ◽  
Extensive Training

This article is concerned with children’s reading development in the important years from when they begin learning to read to the age when the child reaches adequate reading comprehension to read to learn from a variety of texts on diverse subjects. Like any skill, reading skill requires relevant and extensive training. We have tended to think that children growing up in the digital era get plenty reading training from digital devices and that this is as efficient as reading books was for earlier generations. Due to this optimism, we have paid too little attention to whether extensive use of digital devices actually provide children with relevant reading training during the important years that efficient reading is developed. The author holds that book reading still has its place in education.

scholarly journals PERAN GURU DI ERA DIGITAL DALAM MENGEMBANGKAN SELF REGULATED LEARNING SISWA GENERASI Z UNTUK PENCAPAIAN HASIL PEMBELAJARAN OPTIMAL

2019 ◽  
Author(s):  
mardianto
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Digital Technology ◽  
Digital Natives ◽  
Scientific Journals ◽  
Optimal Learning ◽  
Self Regulated Learning ◽  
Digital Era ◽  
Regulated Learning

This paper explores the role of teachers in the digital era to improve the self-regulated learning of GenerationZ students for optimal learning outcomes. The method of writing this paper uses library researchapproach by looking for references to theories that are relevant to the cases or problems found. Thean analysis is carried out by describing the concepts and dynamics of the theory relating to the problem, basedon the available literature, especially from articles published in various scientific journals. The results ofseveral studies explain that the presence of digital technology now brings the gap between teachers asdigital immigrants and students as digital natives, so that the development of strategies and skills ofteachers in teaching, guiding and motivating students to be more independent and self-regulated is neededin managing more learning strategies right according to the needs of current students, so that learningoutcomes are obtained optimally

scholarly journals Let’s talk about digital learners in the digital era

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Eliana Esther Gallardo-Echenique ◽  
Luis Marqués-Molías ◽  
Mark Bullen ◽  
Jan-Willem Strijbos
Keyword(s):  
Digital Technology ◽  
Digital Technologies ◽  
Digital Natives ◽  
Digital Native ◽  
Digital Competence ◽  
Digital Era ◽  
Digital Skills ◽  
Digital Learners ◽  
Definition Of ◽  
Native Literature

<p>This paper reports on a literature review of the concept of “Digital Natives” and related terms. More specifically, it reports on the idea of a homogeneous generation of prolific and skilled users of digital technology born between 1980 and 1994. In all, 127 articles published between 1991 and 2014 were reviewed. On the basis of the findings, there appears to be no commonly-accepted definition of a “Digital Native”. The concept varies among individuals, societies, regions and nations, and also over time. Moreover, there are a number of variables other than age that may help us understand the nature of students’ use of digital technologies. The so-called “Digital Native” literature demonstrates that despite students’ high digital confidence and digital skills, their digital competence may be much lower than those of their “digital teachers”. Given the confusion surrounding “Digital Native” and its affiliates, we propose to unify them under the concept “digital learners”.</p>

scholarly journals Measuring the Classification of Digital Natives use Digital Natives Assessment Scale: The Implementation on Pre-Service Physics Teachers in Banten-Indonesia and Its Implications

2021 ◽  
Vol 7 (2) ◽  
pp. 161-168
Author(s):  
Yudi Guntara ◽  
Indri Sari Utami
Keyword(s):  
Construct Validity ◽  
Teacher Candidates ◽  
Pearson Correlation ◽  
Digital Natives ◽  
Assessment Scale ◽  
Physics Teachers ◽  
Digital Era ◽  
The Status ◽  
Correlational Method ◽  
Using Data

Education in the digital era had shifted conventional learning methods to digital technology-based learning. Likewise with students have to be faced by pre-service physics teachers who have entered the generation of digital natives. However, is it true that the concept of digital natives exists? Moreover, whether pre-service physics teachers belong to that generation? Therefore, the objective of this study was to prove the construct validity of the Digital Natives Assessment Scale using data from pre-service physics teachers in Banten Province, Indonesia. And follow-up analysis is used to find the relationship between digital natives' status and pre-service physics teacher technology mastery. This study used a quantitative approach with the correlational method. The type of correlation research chosen was Confirmatory Factor Analysis (CFA). The instrument used was a Digital Natives Assessment Scale (DNAS) questionnaire consisting of 21 items and four factors, measured using a 7-point scale. The results showed that this study could not prove the 4-factor DNAS model for pre-service teacher participants in Banten Province based on the results of the CFA. And there was no relationship between the status of digital natives and the level of technology mastery of pre-service teachers based on Pearson correlation analysis. So it can be concluded that using a sample of student-teacher candidates in Indonesia, the 4-factor DNAS cannot be proven construct validity. However, this decision is not final but should be tested on a larger scale to show DNAS matches.

scholarly journals PENGUATAN NILAI DEMOKRASI MELALUI PERAN GEN Z INDONESIA DALAM MEDIA ONLINE

2021 ◽  
Vol 4 (3) ◽  
pp. 699
Author(s):  
Satria Rizaldi Alchatib ◽  
Halifa Haqqi ◽  
Andika Drajat Murdani
Keyword(s):  
Digital Natives ◽  
Online Media ◽  
Digital Era ◽  
Evaluation Stage ◽  
Democratic Life ◽  
And Behavior ◽  
Output Indicators ◽  
Opening Up ◽  
Positive Results

ABSTRAKEra digital membawa tantangan baru bagi Gen Z sebagai natives digital. Bagi Indonesia, Gen Z berperan penting dalam kehidupan demokrasi, sebagai calon pemimpin bangsa. Namun, media Online juga memberi tantangan pada hoaks, potensi indoktrinasi, radikalisasi dan berbagai tantangan lain. Karenanya, Gen Z membutuhkan pemahaman nilai demokrasi. Kegiatan pengabdian ini dilakukan dalam rangka “penguatan nilai demokrasi melalui peran generasi Z indonesia dalam media Online”. Tujuannya adalah mendukung Gen Z menjawab tantangan dinamika era digital yang kompleks, sehingga menjadi pribadi-pribadi unggul dan berkontribusi positif dalam demokrasi Indonesia. Metode yang dilakukan berupa pendidikan masyarakat, dalam skema daring. Skema daring dilakukan guna menyesuaikan kondisi pandemi sekaligus membuka kesempatan melibatkan sasaran yang lebih luas, yakni Gen Z dari berbagai daerah di seluruh Indonesia. Kegiatan dilakukan melalui tahap penjajagan, promosi, sosialisasi, pendampingan dan evaluasi. Sosialisasi dilakukan oleh pakar demokrasi dan pakar media Online. Selanjutnya, dilakukan pendampingan selama dua bulan. Tahap evaluasi dilakukan dengan penilaian indikator luaran untuk melihat perubahan pola pikir dan perilaku peserta kegiatan. Evaluasi menunjukkan bahwa seluruh indikator luaran mengalami peningkatan atau hasil positif, terutama pada peningkatan pemahaman dalam menggunakan media Online, seperti media sosial secara bermanfaat. Kata kunci: demokrasi; gen Z, Indonesia, media online. ABSTRACTThe digital era provides new challenges for Gen Z as digital natives. For Indonesia, Gen Z plays an important role in democratic life, as a future leader of the nation. However, online media poses challenge of hoaxes, indoctrination, radicalization and others. Understanding the value of democracy can be good modal for them. This program was carried out in the context of "Strengthening democratic values through the role of Z Generation Indonesia in online media". The purposes was to support Gen Z in responding to the challenges of digital era, so they can be better and contribute positively to Indonesian democracy. The method used was public education, in an online scheme. The online scheme was adapted to the pandemic conditions while at the same time opening up opportunities to involve a wider target, Z Generation from around Indonesia. Activities were included assessment, promotion, socialization, mentoring and evaluation. The socialization was carried out by democracy experts and online media experts. Assistance was held for two months. The evaluation stage done by assessing the output indicators to see changes in the mindset and behavior of participants. The evaluation showed that all of the output indicators have improved or have positive results, especially increased understanding in using online media, such as social media in a useful way. Keywords: democracy; gen Z; Indonesia; online media.

scholarly journals Teaching English Literature in the Digital Era

2020 ◽  
Vol 20 (5) ◽  
Author(s):  
M. Škobo ◽  
B. Đerić Dragičević
Keyword(s):  
Foreign Language ◽  
English Literature ◽  
Pop Culture ◽  
Digital Natives ◽  
Teaching Tool ◽  
Teaching English ◽  
Educational Tools ◽  
Digital Era ◽  
Literature Reading ◽  
Language And Literature

Not many students (and teachers) like to study (andteach) literature. Reading, analysing and interpreting a literarywork may be a time-consuming and exhausting task especiallyfor those who are not bookworms. How can teachers motivatestudents to read literary works and make them develop criticalthinking? In the age of digital natives where everything startsand ends with a “click” on the swift keyboard, this seems to be afar-fetching undertaking. However, the use of audio-visualdevices and various online educational tools in teaching both –foreign language and literature – might trigger motivation andencourage the learning process. The aim of this paper is toidentify, explore and analyse innovative approaches to foreignlanguage acquisition, more precisely, the English languageteaching and learning, by using literature (prose and poetry) asan unconventional teaching tool. Apart from the works ofclassical literature, the creative works of pop culture such asfilms, TV series, video games and songs will be used as apowerful means of breaking boundaries, learning andintegrating, studying and having fun.

Into the Digital Era

2017 ◽  
Author(s):  
Tara Magdalinski
Keyword(s):  
Collaborative Learning ◽  
Knowledge Creation ◽  
Digital Natives ◽  
Pedagogical Practice ◽  
Active Engagement ◽  
Web Based ◽  
Sport History ◽  
Digital Era ◽  
Communities Of Interest

This chapter discusses the numerous opportunities for incorporating interactive, Internet-based technologies for collaborative learning into sport history pedagogy. These include blogs, wikis, Wikipedia, Twitter, and Facebook, and extend to lesser-known platforms and tools such as Curatr and TED-Ed “Flip this Lesson.” Indeed, as new platforms continue to be developed, and as students—who are already largely digital natives—engage with these, and as pedagogical practice continues to move away from passive receipt of static knowledge toward active engagement in knowledge creation, sport historians themselves need to be “competent and critical users.” The interactive and collaborative potential of many web-based platforms offers possibilities for engagement both within the classroom and with external communities of interest.

scholarly journals Audiovisual Riddles to Stimulate Children’s Creative Thinking

Comunicar ◽  
2011 ◽  
Vol 18 (36) ◽  
pp. 123-130 ◽  
Author(s):  
Jorge Montalvo-Castro
Keyword(s):  
Creative Thinking ◽  
Digital Natives ◽  
Mediating Role ◽  
Sensory Experiences ◽  
Digital Era ◽  
Literary Forms ◽  
Educación Primaria ◽  
Nativos Digitales ◽  
Aprendizaje Colaborativo

Solving riddles involves association of ideas, analysis of metaphors, and discovery of analogies. Therefore, promoting this type of children’s entertainment is a way to develop creative thinking. However, there is a problem: traditional riddles are literary forms that correspond to a pre-digital era. How can we increase its acceptance among the digital natives? One way might be creating audiovisual riddles specially designed for YouTube. In this research we made five prototypes of audiovisual riddles with different creative characteristics and validated them among 8-12 years old students. The validation results helped us to identify the attitudes, reactions, interpretations and ways of thinking of children when they try to solve such riddles. We also identified the resources of language and creative formats that fit best in audio-visual riddles. The outcome of this research emphasizes the need to correctly formulate the audiovisual riddle statements and their «clues» for children; this way we assure an intellectual and emotional satisfaction when solving them. It also concludes that reading or listening to traditional riddles are cognitive and sensory experiences that are very different from interacting with the same riddle in a multimedia language. Finally, we discuss and analyze the mediating role of the teacher and the importance of collaborative learning in educational projects using digital technologies.Para resolver una adivinanza hay que asociar ideas, analizar metáforas, descubrir analogías. Por eso, impulsar esta forma de entretenimiento infantil es un modo de ejercitar el pensamiento creativo. Sin embargo, existe un problema: las adivinanzas tradicionales son formas literarias que corresponden a una época pre-digital. ¿Cómo lograr, entonces, que tengan mayor aceptación entre los nativos digitales? Una posible solución sería crear adivinanzas audiovisuales diseñadas especialmente para YouTube. En esta investigación se realizaron cinco prototipos de adivinanzas audiovisuales con características creativas diferentes y se validaron con estudiantes de tercero a sexto grado de educación primaria. Los resultados de la validación permitieron identificar las actitudes, reacciones, interpretaciones y modos de razonamiento de los niños y niñas cuando intentan resolver este tipo de adivinanzas. También se identificaron los recursos de lenguaje y formatos creativos que funcionan mejor en una adivinanza audiovisual. En las conclusiones se destaca la necesidad de formular correctamente los enunciados de las adivinanzas audiovisuales y sus respectivas «pistas» para que los niños y niñas tengan la satisfacción intelectual y emocional de resolverlas. Se precisa, además, que leer o escuchar una adivinanza tradicional representa una experiencia cognitiva y sensorial muy distinta que interactuar con esa misma adivinanza en un lenguaje multimedia. Finalmente, se discute y analiza el rol mediador del docente y la importancia del aprendizaje colaborativo en los proyectos educativos que emplean tecnologías digitales.

scholarly journals Η χρήση των τεχνολογιών, περιβαλλόντων και εργαλείων του διαδικτύου (Web2.0, τηλεδιάσκεψη, τηλεκπαίδευση) στη διδασκαλία του μαθήματος των θρησκευτικών

2020 ◽  
Author(s):  
Αλέξανδρος Γκίκας
Keyword(s):  
Digital Natives ◽  
Digital Era

Οι Τεχνολογίες της Πληροφορίας στην Εκπαίδευση (Τ.Π.Ε.), μέσω της εισαγωγής των υπολογιστικών συστημάτων διαδραματίζουν σημαντικό ρόλο στην εκπαιδευτική και μαθησιακή διαδικασία τον 21ο αιώνα. Οι εκπαιδευτικοί Θεολόγοι, που διδάσκουν το Μάθημα των Θρησκευτικών (ΜτΘ) θεωρείται αναγκαίο να χρησιμοποιούν τα σύγχρονα μέσα για την ορθή μετάδοση των υψηλών νοημάτων του. Εξίσου αναγκαία είναι η χρήση των εκπαιδευτικών θεωριών διδασκαλίας και μάθησης που υποστηρίζουν οι Τ.Π.Ε., μέσω των κατάλληλων στρατηγικών μάθησης Τα εργαλεία του Διαδικτύου (Weblog, Wiki κλπ), η Εξ Αποστάσεως Εκπαίδευση, η Τηλεκπαίδευση (Σύγχρονη και Ασύγχρονη) αποτελούν σημαντικά εργαλεία που μπορούν να συνεισφέρουν, μέσω του ψηφιακού γραμματισμού, στον θρησκευτικό γραμματισμό των μαθητών/τριών. Η παρούσα διατριβή δομείται γύρω από την προσπάθεια της διδασκαλίας του ΜτΘ στη Δευτεροβάθμια Εκπαίδευση με την χρήση των Τ.Π.Ε., με τη δημιουργία εικονικών-ψηφιακών τάξεων, με τη χρήση της Ασύγχρονης Τηλεκπαίδευσης, μέσω του Πανελληνίου Σχολικού Δικτύου Π.Σ.Δ.), από το 2009 έως το 2013. Όλα αυτά με την χρήση της μικτής μάθησης, δια ζώσης στην αίθουσα και μέσω Διαδικτυακού Περιβάλλοντος Μάθησης (Δ.Π.Μ). Παράλληλα, διαμορφώθηκε ένα ψηφιακό σύστημα αξιολόγησης και αυτοαξιολόγησης των μαθητών/τριών, αλλά και της όλης προσπάθειας, με εξίσου καλά επακόλουθα, λόγω της ιδιαίτερης προσαρμογής των μαθητών/τριών στα επακόλουθα της ψηφιακής εποχής (digital era), ως digital natives. Τα αποτελέσματα θεωρήθηκαν ιδιαίτερα ενθαρρυντικά και επιτυχημένα, επειδή η διδασκαλία συντελέστηκε σε συνθήκες πλήρους ταύτισης με τα ενδιαφέροντα και τις ανάγκες των μαθητών/τριών, παράλληλα με τους διδακτικούς στόχους.

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