Digital (Continued)

Marc Prensky Digital Natives Digital Immigrants

©2001 Marc Prensky

By Marc Prensky

From On the Horizon
(NCB University Prehttp://www.blogger.com/img/gl.link.gifss, Vol. 9 No. 5, October 2001)

© 2001 Marc Prensky Part 3

Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is no longer valid. Today’s learners are different. “Www.hungry.com” said a kindergarten student recently at lunchtime. “Every time I go to school I have to power down,” complains a high-school student. Is it that Digital Natives can’t pay attention, or that they choose not to? Often from the Natives’ point of view their Digital Immigrant instructors make their education not worth paying attention to compared to everything else they experience – and then they blame them for not paying attention!

And, more and more, they won’t take it. “I went to a highly ranked college where all the professors came from MIT,” says a former student. “But all they did was read from their textbooks. I quit.” In the giddy internet bubble of a only a short while ago – when jobs were plentiful, especially in the areas where school offered little help – this was a real possibility. But the dot-com dropouts are now returning to school. They will have to confront once again the Immigrant/Native divide, and have even more trouble given their recent experiences. And that will make it even harder to teach them – and all the Digital Natives already in the system – in the traditional fashion.

So what should happen? Should the Digital Native students learn the old ways, or should their Digital Immigrant educators learn the new? Unfortunately, no matter how much the Immigrants may wish it, it is highly unlikely the Digital Natives will go backwards. In the first place, it may be impossible – their brains may already be different. It also flies in the face of everything we know about cultural migration. Kids born into any new culture learn the new language easily, and forcefully resist using the old. Smart adult immigrants accept that they don’t know about their new world and take advantage of their kids to help them learn and integrate. Not-so-smart (or not-so-flexible) immigrants spend most of their time grousing about how good things were in the “old country.”

So unless we want to just forget about educating Digital Natives until they grow up and do it themselves, we had better confront this issue. And in so doing we need to reconsider both our methodology and our content.

First, our methodology. Today’s teachers have to learn to communicate in the language and style of their students. This doesn’t mean changing the meaning of what is important, or of good thinking skills. But it does mean going faster, less step-by step, more in parallel, with more random access, among other things. Educators might ask “But how do we teach logic in this fashion?” While it’s not immediately clear, we do need to figure it out.

Second, our content. It seems to me that after the digital “singularity” there are now two kinds of content: “Legacy” content (to borrow the computer term for old systems) and “Future” content.