DigitalNatives   543

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The digital native is a myth
Nature: "Many schools and universities are retooling to cope with kids and young adults who are supposedly different. From collaborative learning in the classroom to the provision of e-learning modules in undergraduate courses, the rise of the digital native is being used as a reason — some say a justification — for significant policy changes."
digitalnatives  edtech  digitalliteracies  tlos 
11 weeks ago by warnick
/addressbar •
"…or laments about the loss of autonomy on the web.


The web has lost a great battle, one that it was never given a chance to fight for. Apps got the upper hand for good. They’re easy to find: available through your favorite walled garden of a store. They’re are easy to use: they stay right there in your device, making use of all your device’s sensors; have access to all your files and contacts; they make sharing easy. Although HTML5 APIs are a huge leap forward, they are still in their infancy, whereas apps were the first to bear the benefits of sensors, notifications and offline functionality. All without breaking many UX conventions and the people’s safe zone.

No usage study would argue that people use their mobile phone’s browser more than they actually use the in-app browsers offered by default by Facebook, Twitter, Instagram, Google Search and co.

What was by design the core aspect of the World Wide Web, the “URL”, also known as web address, was irrelevant for in-app browsers. The user only needs to peek outside for a minute, then return to the silo. There’s really no need for multiple user journeys. And thus the address bar has vanished. I am frequently reminded of this from my parents, as they discovered mobile phones on their own, had little experience with computers beforehand. Even close friends, so called digital natives that can barely remember their life without internet, forget how to use the address bar. Why do if you can Google the website’s name?
The user can type a URL into the bar to navigate to a chosen website.

…says the collective author in Wikipedia: Address Bar. It still has a bit of truth in it. You can type a URL into it, if you can find where to type it. Even if you do have one, you are most likely using it for Google-ing.

All supporters of the open web should be alarmed. Reclaim your autonomy and make your property visible. Make the URL of your pages visible. Please don’t harm any beautiful hyperlinks in the process."
web  internet  online  openweb  autonomy  applications  appification  ux  walledgardens  html  html5  worldwideweb  urls  browsers  digitalnatives  heraclespapatheodorou 
august 2018 by robertogreco
Das "Daten sind das neue Öl"-Ding wird man jetzt ebenso wie oder über Jahre nicht w…
LearningStyles  DigitalNatives  from twitter
june 2018 by eoto
One of the most efficients ways to debunk the construct is through
DigitalNatives  DigitalResidents  from twitter
march 2018 by enkerli
Children are tech addicts – and schools are the pushers | Eliane Glaser | Opinion | The Guardian
"As a culture, we are finally waking up to the dark side of new technology. “The internet is broken”, declares the current issue of Wired, the tech insiders’ bible. Last month Rick Webb, an early digital investor, posted a blog titled “My internet mea culpa”. “I was wrong,” he wrote. “We all were.” He called on the architects of the web to admit that new technology had brought more harm than good.

Yet while geeks, the public and politicians – including Theresa May – grow disenchanted, schools, and those responsible for the national curriculum, seem stuck in an earlier wide-eyed era. My instinct tells me that this innocence is perverse. As a friend memorably described it, when he gave his three-year-old his phone to play with, it was as if a worm had found its way into her head.

I flinch internally when my five-year-old tells me she plays computer games in what primary schools call “golden time” rather than enjoying some other more wholesome reward; and when my eight-year-old says that he’s learned to send an email when I sent my first email aged 20, and email has since taken over my life and that of every other adult I know.

Our kids don’t use computers at home. They watch a bit of television, but we don’t own a tablet. Their school is by no means evangelical about technology, but I nonetheless feel like it is playing the role of pusher, and I’m watching my children get hooked. When they went suspiciously quiet the other day, I found them under the kitchen table trying to explore my phone. Unfortunately for them, it’s a brick.

I’m wary of sounding sanctimonious, and corroding much-needed solidarity between busy parents with different views on screen use. But when I see an infant jabbing and swiping, I can’t help experiencing what the writer James Bridle calls in a disturbing recent essay a “Luddite twinge”; and the research suggests I should trust it.

Earlier this month the children’s commissioner for England warned that children starting secondary school were facing a social media “cliff edge” as they entered an online world of cyber-bullying and pornography. According to Public Health England, extended screen use correlates to emotional distress, anxiety and depression in children. The American College of Paediatricians associates it with sleep problems, obesity, increased aggression and low self-esteem.

And not only is screen technology harmful to children per se, there’s little evidence that it helps them to learn. A 2015 OECD report found that the impact of computers on pupil performance was “mixed, at best”, and in most cases computers were “hurting learning”. The journal Frontiers in Psychology identifies “an absence of research supporting the enthusiastic claims that iPads will ‘revolutionise education’”. Researchers at Durham University found that “technology-based interventions tend to produce just slightly lower levels of improvement” compared with other approaches. Even for the head of the e-Learning Foundation, proving technology improves results remains the “holy grail”.

Education technology is often justified on the grounds that it boosts disadvantaged children, yet research shows it widens rather than bridges socioeconomic divides. The One Laptop per Child programme, which distributed 25m low-cost computers with learning software to children in the developing world, failed to improve language or maths results.

Such evidence does not dent the faith of ed tech’s proselytisers. Children need to be prepared for the future, we are told. But companies don’t want children who learned PowerPoint aged 10, they want employees who know how to think from first principles. All those mind-numbing software programs will soon be obsolete anyway. Most coding classes only teach children to assemble pre-made building blocks. Silicon Valley executives restrict their own social media use and send their own kids to tech-free schools.

Technology does not evolve naturally; programs and devices are promoted by those with a commercial interest in selling them. Ed tech is projected to be worth £129bn by 2020. This week, the world’s biggest ed tech convention, Bett, is in London, “Creating a better future by transforming education”. Google, Microsoft and Facebook are flogging expensive kit to cash-strapped schools using buzzwords such as “engagement” and “interactivity”. The traditional teacher-pupil hierarchy must be “flipped”, they say, “empowering” pupils to direct their own learning.

In reality, children tap on tablets whose inner workings are as arcane and mystical to them as any authoritarian deity – and stare, blinds down, at the giant interactive whiteboard. Children may be temporarily gripped, but their attention spans will shrink in the long term.

Cyber-utopianism promises magic bullets for poverty and the crooked timber of humanity. But it’s old-school solutions that really work in the classroom: good teachers, plenty of fresh air and exercise, and hands-on exploration of the real, physical world. This is even what “digital natives” themselves actually want: a Canadian study of e-learning in universities revealed that students preferred “ordinary, real-life lessons” and “a smart person at the front of the room”.

I don’t want my kids fed into the sausage machine of standardised testing and the bureaucratic “information economy”. I don’t want them to become robotic competitors to the robots we are told are taking their future jobs. I can opt my children out of RE, but where technology is concerned, I feel bound by a blind determinism. Surely we have a choice, as humans, over the direction technology is taking us, and education is the perfect illustration of this capacity. Our children turn up as blank slates, and learn to design the future. It’s time for schools to join the backlash. It’s time to think again."
technology  edtech  schools  education  policy  addiction  computers  tablets  curriculum  2018  elianeglaser  standardizedtesting  standardization  digitalnatives  digital  humanism  siliconvalley 
january 2018 by robertogreco
The Net Generation and Digital Natives
Implications for Higher Education. A literature review commissioned by the Higher Education Academy. Dr Christopher Jones and Ms Binhui Shao, The Open University.
august 2017 by WBedutech
The digital native is a myth : Nature News & Comment
chouice quote: "Children say they prefer IT in their lessons and courses? Do schools listen when kids say they prefer chips for lunch every day?"
digitalnatives  science 
august 2017 by WBedutech

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