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Laidy Zabala-Jordan

Are You a Digital Native or a Digital Immigrant? - Big Design Events - 2 views

  • Are You a Digital Native or a Digital Immigrant?
  • A growing body of research on digital natives is started to emerge. A digital native can be defined as a person who was born after the introduction of digital technology. Digital Natives use online services like Facebook, YouTube, Hulu, and Twitter on various digital technologies, such as smart phones or a tablet device. Digital Natives have blended their online life with their offline life.
  • Researchers use the term digital immigrant to classify people born before the introduction of digital technology. For Digital Immigrants, the popular technology for them was radio, television, newspapers, books, and magazines. Digital Immigrants are adapting to the digital technology introduced during their life time. Ironically, some Digital Immigrants created the digital technology used by Digital Natives.
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  • Different Types of Digital Immigrants If you are a Digital Immigrant, it does not mean you are automatically technically inept. You can actually be very technically astute.  Digital Immigrants will have to deal with Digital Natives, as illustrated below by Rupert Murdoch.
  • Not all Digital Immigrants fit into a single category. Current research classifies Digital Immigrants into three categories: Avoiders. This group does not adapt to new technology quickly, if ever. For example, my father-in-law still gets the newspaper, orders cigars through the mail, and uses the USPS to deliver letters to his friends. He is happy with his life.
  • Reluctant Adopters. This group is aware of new technology and adopts to it at a slow pace. In many respects, I fall into this group. For example, I still have a second generation phone. It took me 10 years to finally get a DVR, even though I knew it would change how I watch television as soon as I saw it. I am happy with my life.
  • Eager Adopters. This group enthusiastically adapts to new technology. They embrace it. For example, Jeremy Johnson, one of the organizers of the Big Design Conference, falls into this group. He seems to be plugged into every device, network, tech trend, and so on. Jeremy personifies an Eager Adopter. Jeremy is happy with his life, too.
  • Digitial Immigrants can never become Digital Natives because they were not born after the introduction of digital technology.  Eager Adopters, however, are clearly the class Digital Immigrants that can relate more closely to most Digital Natives.
  • In the same way that Digital Immigrants can be classified into three distinct groups, some interesting research from Dr. Ofer Zur (a Digital Immigrant) and Azzia Zur (a Digital Native) classifies Digital Natives into three sub-categories: Avoiders. This group consists of people, who are born during the digital age, and do not desire new technology. They are not enamored with Facebook, Twitter, Netflix, or Hulu. For example, I know a 14-year old, who prefers to paint portraits. She owns an iPad, only because her school books are on it. She only watches public television.  She sings in the church choir.  She is very happy.
  • Minimalists. This group is aware that digital technology is a part of their daily life. They choose to interact with only the most interesting things to them personally. For example, I know a young person who does not have a Twitter account and avoids Facebook. She is not a gamer.  She sends emails and downloads books to her Kindle.
  • Enthusiastic Participants. This group is the largest group of Digital Natives. Like their Digital Immigrant cousins the Eager Adopters, Enthusiastic Participants embrace and use all forms of digital technology. This group prefers texting and tweeting over sending out email blasts. They are aware of the latest technology, trends, and tools. Their online and offline lives are blending together.
  •  Digital Immigrants are the parents, teachers, and managers of Digital Natives.
  • For designers, you want a diversity of viewpoints when you build your products. Consider recruiting Eager Adopters, Reluctant Adopters, Minimalists, and Avoiders for market research and usability testing purposes. The different viewpoints give you insights into what motivates these groups. The “tipping point” for any product occurs when Reluctant Adopters and Minimalists want your product. Their diverse insight is crucial to your design research and product success.
seabreezy

Adolescent Literacy: What's Technology Got to Do With It? | Adolescent Literacy Topics ... - 1 views

  • How can technology support learners? Electronic references such as dictionaries, thesauruses, encyclopedias. Definitions, translations, and explanations are now a click away. Identify dictionaries and other online tools to use in the program, teach their use, and expect students to use them to develop their vocabulary skills. Look for tools with text to speech to read the word, read the definitions, and support word study. If classrooms are not equipped with Internet-ready computers, consider purchasing handheld dictionaries with many of the same features and encourage students to get their own and use them. Have students sign up for a word of the day e-mail or text message to receive on their own cell or smart phones. Video supports, how-to diagrams and animated illustrations. Visuals are a fantastic tool for building background knowledge, especially for ELL learners. Bookmark sites such as www.HowStuffWorks.com with content specific illustrations to help learners grasp sequences, interactions, and relationships. Use virtual manipulatives and interactive math dictionaries such as the National Library of Virtual Manipulatives and The Math Forum@Drexel University to demonstrate concepts and vocabulary.
  • Digital text. Convert any scanned reading material into digital text with a scanner that has optical character recognition. This allows it to be read aloud by text to speech software and also customized to meet visual needs (enlarged font, shaded background, etc.). Books are increasingly available for purchase as digital books through online booksellers and free ebooks are available at Project Gutenberg University of Virginia library. For learners with a documented visual and print disability, a subscription is available to the vast online repositories of digital books at Bookshare.org and Recordings for the Blind and Dyslexic.
  • Text-to-speech (TTS) software with electronic references. Providing a read aloud through TTS supports learners' comprehension and vocabulary. Many students with dyslexia have better listening than reading comprehension. TTS programs, especially those with highlighting as the text is read provides a model of fluent reading, supports vocabulary development, and frees attention for annotation and active comprehension.
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    "Technology can be a tremendous benefit to differentiating instruction and supporting learners' success with literacy tasks in career training. Used strategically, technology tools can support individualized needs while supporting instruction of a shared, core curriculum. Students with LD will most likely not be prepared to use many mainstream tools as learning supports, however, as "far too few" K-12 students with LD are using technology in the classroom.4 They will need explicit instruction and guided practice to become proficient."
seabreezy

Digital Word Walls and Vocabulary Learning: The Use of iPods to Facilitate Vocabulary I... - 0 views

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    Digital Word Walls and Vocabulary Learning: The Use of iPods to Facilitate Vocabulary Instruction with ESL Students. Today's advances in technology have provided us with a variety of useful tools that can supplement andenrich the ways in which vocabulary is taught and learned. One of the latest trends involves the use ofmobile devices. This technology is expected to become a mainstream addition to classroom practices inthe immediate future (Johnson, Levine, Smith, & Stone, 2010). . Mobile devices include digital tools thatare portable, provide Internet connectivity, promote social interactions, and expand data collectioncapabilities. Trifanova, Knapp, Ronchetti, and Gamper (2004) define mobile devices as "...any device thatis small, autonomous and unobtrusive enough to accompany us in every moment" (p. 3). Additionally,Naismith, Lonsdale, Vavoula, & Sharples (2004) suggest that mobile technologies provide immediatefeedback, authentic experiences, and availability of information in a mobile environment that allows forcollaboration to support lifelong learning
Laidy Zabala-Jordan

K's Space: Selfe, C and 21th Century Technological Literacy - 0 views

  • There are always synonyms or near-synonyms in our languages, including English. For this course that teaching digital literacy, Selfe's technological literacy is a synonyms to digital literacy.
  •  Here, Selfe gives a definition about technological literacy: "Technological literacy---meaning computer skills and the ability to use computers and other technology to improve learning , productivity, and performance." 
  •  In additional to this definition, Selfe states that "technological literacy has become as fundamental to person's ability to navigate through society as traditional skills like reading, writing, and arithmetic..."
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  • . The ability to adapt and better use the new technology coming  around us is as important as those traditional abilities such as reading, writing, and thinking that originally leading  us know who we are and what we are doing.
  •  In terms of literacy, Selfe holds a opinion that "literacy's changing agenda". In this point of view, Selfe consider technology combines with literacy is what we are going to deal with in order to complete our daily work nowadays.
  •   Based on this theory, Selfe expended it into the literacy education area, Which is what we are actually doing in the university today---using technology to writing, listening, watching, and communicating with each other. 
seabreezy

Education Week: Classroom-Tested Tech Tools Used to Boost Literacy - 0 views

  • For instance, in her classroom, Sullivan uses photos licensed under creative commons, an alternative to copyright that allows varying degrees of sharing, as a jumping-off point to start a conversation with her students. “It gives them a mental image to connect to,” she says, “a familiar, relatable scene so we can discuss what we see in the photo as a class and build the vocabulary.” Then the students can transition into a writing exercise, says Sullivan. Sullivan also uses audio recorders to have student-teachers read sets of vocabulary words, then she creates matching PowerPoint presentations with the words and burns them onto DVDs for the students to take home and listen to
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    "For instance, in her classroom, Sullivan uses photos licensed under creative commons, an alternative to copyright that allows varying degrees of sharing, as a jumping-off point to start a conversation with her students. "It gives them a mental image to connect to," she says, "a familiar, relatable scene so we can discuss what we see in the photo as a class and build the vocabulary." Then the students can transition into a writing exercise, says Sullivan. Sullivan also uses audio recorders to have student-teachers read sets of vocabulary words, then she creates matching PowerPoint presentations with the words and burns them onto DVDs for the students to take home and listen to"
Laidy Zabala-Jordan

Teenagers' Internet Socializing Not a Bad Thing - NYTimes.com - 0 views

  • Good news for worried parents: All those hours their teenagers spend socializing on the Internet are not a bad thing, according to a new study by the MacArthur Foundation.
  • “It may look as though kids are wasting a lot of time hanging out with new media, whether it’s on MySpace or sending instant messages,” said Mizuko Ito, lead researcher on the study, “Living and Learning With New Media.” “But their participation is giving them the technological skills and literacy they need to succeed in the contemporary world. They’re learning how to get along with others, how to manage a public identity, how to create a home page.”
  • “It certainly rings true that new media are inextricably woven into young people’s lives,” said Vicki Rideout, vice president of the Kaiser Family Foundation and director of its program for the study of media and health. “Ethnographic studies like this are good at describing how young people fit social media into their lives. What they can’t do is document effects. This highlights the need for larger, nationally representative studies.”
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  • The study, part of a $50 million project on digital and media learning, used several teams of researchers to interview more than 800 young people and their parents and to observe teenagers online for more than 5,000 hours. Because of the adult sense that socializing on the Internet is a waste of time, the study said, teenagers reported many rules and restrictions on their electronic hanging out, but most found ways to work around such barriers that let them stay in touch with their friends steadily throughout the day.
  • Teenagers also use new media to explore new romantic relationships, through interactions casual enough to ensure no loss of face if the other party is not interested.
  • While online socializing is ubiquitous, many young people move on to a period of tinkering and exploration, as they look for information online, customize games or experiment with digital media production, the study found.
  • What the study calls “geeking out” is the most intense Internet use, in which young people delve deeply into a particular area of interest, often through a connection to an online interest group.
  • “New media allow for a degree of freedom and autonomy for youth that is less apparent in a classroom setting,” the study said. “Youth respect one another’s authority online, and they are often more motivated to learn from peers than from adults.”
Lucifina (Megan) Svedlund

Using Technology as a Learning Tool, Not Just the Cool New Thing | EDUCAUSE.edu - 0 views

  • Distance education—through Internet and video courses—helps those who have to work a job and go to school at the same time better schedule their learning opportunities.
  • the Net Generation should learn better through Internet courses because they have been surrounded by computers all their lives and know how to use the technology already.
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    Technology as a learning tool, not just as the latest and greatest shiny new toy.
seabreezy

Texting Improving Literacy? | The Principal of Change - 0 views

  • One of the additional things he discussed in this talk was that we often say, “These kids do not read,” but he quickly dismisses this as a fallacy.  In fact, Crystal goes further to say that kids that text read more than what we did as children because they have more access to writing.  Simply put, they do not read and write the same things that we did.  Looking at my own situation, I have actually read more “books” in the last little while than I ever have, as I carry around a huge book collection all the time on my iPhone and/or iPad.  The ease of access makes it a lot easier for me to read whether it is blogs, books, or yes, text messages and tweets.
  • distinctly remember reading that Osama bin Laden was assassinated before the announcement was made by Barack Obama.  Leaks of the information came so quickly and although it was chalked up to be rumour, it obviously was confirmed after.  More people are turning to the Twitter search function to find out about events in real time from people who are willing to share.  It is rare now that any reporter would not have a Twitter account so they can be the first to share the story, which is much easier from a phone in 140 characters, as opposed to a long article written even on a website.
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    "One of the additional things he discussed in this talk was that we often say, "These kids do not read," but he quickly dismisses this as a fallacy. In fact, Crystal goes further to say that kids that text read more than what we did as children because they have more access to writing. Simply put, they do not read and write the same things that we did. Looking at my own situation, I have actually read more "books" in the last little while than I ever have, as I carry around a huge book collection all the time on my iPhone and/or iPad. The ease of access makes it a lot easier for me to read whether it is blogs, books, or yes, text messages and tweets."
Laidy Zabala-Jordan

Education Update:Leveraging Technology to Improve Literacy:Leveraging Technology to Imp... - 0 views

  • Technology is changing literacy, claim Web 2.0 advocates, university researchers, edgy librarians, pundits of the blogosphere, and the media. The visual is ascendant, text is secondary—and linearity? Forget about it. Web surfers flip from one information wave to another, gathering and synthesizing. Beginning, middle, and end are up for grabs.
  • In the classroom, some educators are attempting to harness the power of technology to increase literacy rates for struggling students, but does using technology really make a difference? An initial assessment of the research on the current generation of technology used to aid literacy yields interesting, if somewhat lackluster, results.
  • According to Kamil, however, that's not necessarily a bad thing: "The important aspect, from my perspective, is that these were classroom programs that replaced about 10 percent of instructional time. What that means is that since there was no difference, the software programs were as good as the teacher." Such findings, Kamil explains, could signify a shift from teachers using technology as merely a supplement to using it as the means of instruction.
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  • Now, Kamil notes, newer and better technology is coming out all the time to make the option of classroom technology even stronger, especially for struggling readers and writers. He points to advances in speech recognition technology, such as Carnegie Mellon University and the University of Pittsburgh's research-based Reading Tutor project or programs such as Pearson's Quick Reads, as examples of tools that can improve students' reading fluency.
  • Despite the lack of data showing that technology has a tremendous effect in the classroom, teachers have found that using technology may help address students' specific learning needs. Charles MacArthur, a special education professor at the University of Delaware, explains that students who have learning disabilities, including dyslexia, typically need help with transcription processes to produce text, spell, and punctuate correctly. However, any students having trouble with writing fluency can benefit from teachers integrating technology into the classroom. And sometimes tried-and-true technology works the best.
  • "The only tool that has enough research behind it is plain, old word processing," MacArthur says. "Students with writing difficulties are able to produce a text that looks good, and they can go back and fix things without introducing new mistakes."
  • Carol Greig, a former technology coach, won the International Reading Association's 2008 Presidential Award for Reading and Technology for her Reading Buddies program, which uses MP3 players to increase the literacy skills of beginning readers
  • Greig tested the group of students every two weeks on pre-reading and early reading skills, such as naming letters, phonemic awareness, and ease of decoding nonsense words accurately. After six weeks of using Reading Buddies, Greig says, "We saw kids who had been operating at the 10th and 20th percentiles moving up to the 40th and 50th percentiles." At the end of the 10-week pilot, Grieg says, "[Students] were at or above the test's benchmark."
  • auditory processing problems or dyslexia, schools are using various computer technologies to make students more aware of the sounds of words when others speak or when students themselves read aloud.
  • At Howard Elementary, teachers also use technology to assess students' individual comprehension and written work.
  • The Reading Buddies program
  • Pointing to the school's use of the FastForWord Language and FastForWord Literacy programs, Egli explains that computer technology can slow down a word's "sound signature" so that students become more aware of the phonemes that make up that word. For example, students who reverse the "b" and the "d" may do so because of auditory problems distinguishing those two phonemes, which are extremely brief compared to a typical vowel sound. To help retrain the brain to note the distinction between the two sounds, teachers highlight the differences by slowing down and amplifying the sounds slightly. Students then focus on them through computer activities. Typically, it takes many repetitions of the exercises to retrain the brain.
  • The technology "builds those auditory and language skills" of students, allowing them, generally, to be more receptive to learning because typically 80 percent of the instructional day relies on auditory information
  • "They're better able to make use of classroom instruction because they can understand the language of the instructor better,"
  • Recently, the Bridges Academy also started using Reading Assistant, a program that uses speech recognition technology to help students improve their reading fluency.
  • using technology alone is not the answer to improving literacy, but the tools help teachers move students toward their individual learning goals. "Using some of the technologies we have now, we can do some things that many of us hoped to achieve for a lot of our special-needs kids—but at a much more efficient rate
Laidy Zabala-Jordan

Rules - 1 views

Submition rules

technology education literacy learning increase improves digital literacy skills

started by Laidy Zabala-Jordan on 15 May 14 no follow-up yet
Laidy Zabala-Jordan

https://assethub.fso.fullsail.edu/assethub/MisinformationDebate_1_Instructions_f4f8afa8... - 0 views

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    Here is what I will be doing for my group: Submitting our presentation.
Laidy Zabala-Jordan

figure1_strategicarch.gif (600×638) - 0 views

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    picture
Laidy Zabala-Jordan

Teenagers and social networking - it might actually be good for them | Life and style |... - 1 views

  • Teenagers and social networking – it might actually be good for them Is too much online socialising among teenagers really creating a generation who can't relate face to face? Not according to the evidence, says Clive Thompson
  • Indeed, social scientists who study young people have found that their digital use can be inventive and even beneficial. This is true not just in terms of their social lives, but their education too. So if you use a ton of social media, do you become unable, or unwilling, to engage in face-to-face contact? The evidence suggests not. Research by Amanda Lenhart of the Pew Research Centre, a US thinktank, found that the most avid texters are also the kids most likely to spend time with friends in person. One form of socialising doesn't replace the other. It augments it.
  • "Kids still spend time face to face," Lenhart says. Indeed, as they get older and are given more freedom, they often ease up on social networking. Early on, the web is their "third space", but by the late teens, it's replaced in reaction to greater autonomy.
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  • They have to be on Facebook, to know what's going on among friends and family, but they are ambivalent about it, says Rebecca Eynon, a research fellow at the Oxford Internet Institute, who has interviewed about 200 British teenagers over three years. As they gain experience with living online, they begin to adjust their behaviour, wrestling with new communication skills, as they do in the real world.
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    social networking and technology 
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