Growth Mindset Needed, Not Digital Natives
According to Prensky, digital natives are “native speakers of digital language”, while a digital immigrant is defined as those who didn’t grow up with technology and had to learn/adapt along the way (2001a). But are these terms still relevant with the constantly changing and evolving uses of technology in the classroom? Technology has become an expected area of understanding for teachers as part of the overall best practice, similar to good classroom management being expected in all classes. While I would be more considered a digital native by Prensky's terms, I know people from all ages who are very competent using technology.
I believe the idea of digital natives and digital immigrants is very outdated in my international context. If we consider our students to be digital immigrants now, what will our students be in 50 or 100 years? Are these terms even necessary? Our school is a 1 to 1 laptop school for both teachers and students. It is essential that all students and teachers embrace the use of technology when appropriate for teaching and learning. The idea of digital natives and digital immigrants is erased and replaced with terms such as growth mindset and fixed mindset becoming more relevant for integrating technology. In a previous post, I focused on the importance of expanding our knowledge by problem solving, resiliency and pushing boundaries of personal understanding with an emphasis on growth mindset and not labelling individuals as digital natives or immigrants (MacLean, 2015). For further reading of my ideas of the importance of a growth mindset, please read here.
We should be encouraging our teachers and students to be open-minded and willing to learn regardless of the medium. We should be encouraging our students to be risk-takers, to make mistakes and to learn from them. Having a growth mindset, allows us to be open to new challenges (which could be technology for some).
Our current school policies do not lend themselves to the terms digital natives or digital immigrants. Rather, again, there is an expectation of teachers using technology only when appropriate for best practice and students using technology as a resource only when it enhances their learning.
21st Century Learner Or Just a Learner
As a teacher, it is my role to facilitate learning for students by helping them develop skills and conceptual understandings that can be transdisciplinary and transferred into any avenue for their future. Students need to learn to be good communicators, creative and critical thinkers, collaborative, with an ability to be self-managed, engaged and passionate about learning. These skills can be developed through a multitude of learning experiences in both formal and informal settings. In addition, being reflective needs to be combined into this learning process as well.
Again, I truly believe that the label of a 21st century learner is now irrelevant. To me, it is just being a learner. We want our students to develop skills to be lifelong learners, now and always. It is not something that is restricted to only the 21st century and many educators understood the importance of teaching transdisciplinary skills before the 21st century and will continue to after the 21st century.
From an ICT integration standpoint, I use the 6 ICT in PYP skills as a way to fuse effective technology implementation into the curriculum where necessary. These include: creating, collaborating, organising, communicating, investigating and developing a digital citizen (The role of ICT in PYP, 2011). In order to be effective using any technology tool, students need to develop the finer skills associated with these to be successful. There are so many collaborative tools that exist, but it is more important for students to understand how to use group roles, taking turns, respectfully disagreeing and having healthy debates than how to use Padlet or Google Docs. Students need to learn how to build on others ideas while giving credit and not feel that someone is stealing their idea. These skills can be taken out of the technology world and applied into other real world experiences, which makes the learning meaningful and longlasting.
Through an inquiry-based, constructivist teaching model, students can develop their curiosity for learning and learn the skills to find the answers to what they want to learn. When passion and enthusiasm is involved as a learner, the learning really is limitless.
References
The role of ICT in PYP. (2011). International Baccalaureate. UK: IB.
Prensky, M. (2001a). Digital Natives, Digital immigrants. On the Horizon, 9(5).
