Digital Natives Vs Digital Immigrants

Personally, I would identify as a digital native. Born in the year 1993, I was alive for most of the current advancements in digital technologies. I use and enjoy most of what the world of technology has to offer to me. I love keeping up with the latest technology trends. With that being said, I do not feel frustrated with my studies as a result of the way technology is used and not used. Being that I am completing my graduate studies online, and most of my courses are teaching me how to implement technology, I feel that technology is being used appropriately. If I am presented with a situation in which I do not know how to use certain technologies, I will become frustrated. However, I will usually "google" and teach myself how to use that certain technology. 

After reading and watching the provided articles and videos about Digital Natives and Digital Immigrants, I feel the stigma us Digital Natives receive is troubling. I definitely do not think I am attached to my devices or unable to interact socially in real life. I also do not think that just because I am a Digital Native, does not mean I do not have the potential to know the implications that technology may bring, as stated by Sree Sreenivasan in Digital Natives vs. Digital Immigrants. In that sense, I sometimes feel like I am in between. I love technology and I love what it brings to the world of education. However, I do see how too much technology can be a bad thing. I also believe that not everything can be solved with a digital answer; that sometimes, the more traditional route is better.

Podcasting

Podcasting is the process of using the Internet to make audio recordings. Users can then download those recordings to a computer or mobile device. Not only can Podcasts be used for entertainment purposes, they can also be used as a learning tool. In my 5h grade class, we're currently discussing persuasive articles, and how to use those articles to formulate your own opinion on a topic. As I was diving into the world of Podcasting, I realized I could use them in order to teach this topic to my students.

To do this, I would have my students listen to a Podcast about a certain news story. Then, I would have them list pros and cons of that certain topic that they learned about in the Podcast. Next, I would have them write their own Persuasive essay based on the facts they learned about in the Podcast.

Many Podcasts can work for this proposed assignment. However, this one, found on Freakonomics, would fit perfectly. It is especially great for my students who have English as a second language. They would be able to both listen and read a transcript of the Podcast which proposes the question, "Thinking Is Expensive. Who’s Supposed to Pay for It?" In short, this Podcast discusses how "corporations and rich people donate billions to their favorite think tanks and foundations." It will have students questioning, "should we be grateful for their generosity — or suspicious of their motives?"

This platform allows students to receive the information in both auditory and visual forms. It also is short and to the point, which is essential for younger students who may not have the capability to attend to a longer Podcast. My students will listen to this Podcast and formulate their own opinions on the topic. They will pick a side; do they think you should be grateful for donations made from the wealthy, or suspicious of their motives? They will then write their own persuasive essays. This assignment would be aligned with the following NYS Learning Standard:

Performance Indicator - ESL.I.5-8.2.1.1: Students read, listen to, view, write about, and discuss texts and performances from a wide range of authors, subjects, and genres.

Flipped Classrooms

As an elementary and special education teacher, it is hard for me to imagine how a flipped classroom would work. However, Helaine Marshall, author of THREE REASONS TO FLIP YOUR CLASSROOM, gives insight on how a flipped classroom can be beneficial to students, especially English language learners. 

In a flipped classroom, students do their "direct instruction" outside of the classroom through instructional videos. During classroom time, students interact with peers, collaborating on activities geared toward what was watched in the instructional videos. Teachers also use that time to give feedback and ask higher order thinking questions. 

My first thought when reading about flipped classrooms was, "how?" I soon came to the realization that flipped classrooms are probably intended for high school aged and on. Even so, how does the teacher ensure the student is viewing the instructional videos? How does it work in lower-income areas (areas where students may not have that technology at home)? How can educators expect students to do this amount of learning outside of class? What if the student needs to work? Does the student need to view instructional videos for every subject? Where will they find the time?

Trying not to be a pessimist, I decided to read on. Marshall does a great job of outlining why this type of teaching would be beneficial to English language learners. One aspect that I think would be beneficial is the ability to control how you are experiencing your instruction. You can pause and rewind to go over concepts you may not be too sure on. You can also fast forward over concepts you are comfortable with, leaving you more time to focus on concepts you are unsure of. EL learners usually spend most of traditional instruction time trying to comprehend what the teacher is saying. A flipped classroom eliminates this problem. It allows the student to spend more time learning the content, rather than trying to understand the language. 

Overall, I believe flipped classrooms can work with higher-education. Even though I have my doubts, I think that if it were implemented correctly, it would be extremely beneficial to EL learners.