Beyond Digital Natives

Link to Digital Native Presentation

http://www.authorstream.com/Presentation/sbhiggs-2858551-presentation-01/

“. . . definitions of the term “literacy” have been brought very much into question as researchers grapple to find ways in which to describe the rapidly changing discourses associated with text analysis and production (Levy, 152).”

Those things we have commonly referred to as “text” seem to be getting a definitional makeover, as we can attest to regarding the work associated with this class. 

The ability of a child to express him/her self intellectually via pencil and paper and therefore accepted as a measure of literacy has historically been judged by a set of criteria adopted by a largely middle class educated white constituency; neatness, spelling, clarity of thought and grammatical accuracy. 

Over time researchers have discovered that signs of true literacy deserve a much greater set of criteria, including elements such as cultural background, socio-economic status, regional affinity, level of accessible education opportunities over time, etc. 

Digital technology, as we have seen, offers ways for a wider population of young students to express themselves with greater clarity using a host of media. 

The changes wrought by ICT challenge outdated testing and placement models.

“. . . younger generations have grown up with digital technologies as part of their everyday world and so behave and think differently to older generations to whom these technologies have been introduced later in life (Bennet & Maton, 169).”

My father passed away last June. He grew up in an area near Monongah, WV known as Davis Ridge. 
A few years before his passing my father and I drove to a hill overlooking Monongah where the town’s mail was delivered when he was young. He told me there was a pole approximately 30’ feet tall with a hook at the top. A single engine bi-plane with an opposite facing hook on the underside of the aircraft would fly in and a bag containing Monongah’s mail would be transferred from the hook under the plane to the hook on the pole. 

Sometimes this took multiple attempts and, during inclement weather, mail delivery was delayed. Mail delivered in this fashion was referred to as “air mail.” 

If we use the concept of familial generation here to represent what is meant by generational, my father is only one generation removed from me, a student taking this course. 

I believe that the term “digital native” as discussed in these chapters will eventually give way to another taxonomic identification that will more clearly define this generational divide. 

Meanwhile, it is necessary to come up with a means of labeling and creating some conceptualized container in which to place a “group” so that the social sciences can begin the task of designing theoretical paradigms for gathering salient data.

The difference between the ways my father and I understood and understand mail delivery is one of degree. He simply had access to empirical and practical knowledge of a mail delivery system that was different than the types I am used to based on the abilities and limitations of available technologies. 

This does not necessarily mean that I somehow have a greater understanding of the mail delivery system and therefore have utilized it with a greater proficiency than he was able to. Yes, children born in the 1990s have grown up with digital technology but this does not necessarily translate to a change in generational aptitude. It does, however, translate to a change in generational access.

“. . . the term “Digital Natives” can be a constructive way to reach parents and teachers and can be done in a fashion that is true to sound research and about youth practices with respect to digital media (Palfrey & Gasser , 186).”

I reference my response to the previous chapter.  Although the term “Digital Natives” has been identified by the authors as “awkward,” it still has immediate efficacy as a step towards gaining some clarity for identifying evolutionary changes regarding new technologies and their use as tools in primary and secondary education.