This blog focuses on the text ‘Born Digital: Understanding the First Generation of Digital Natives’
written by Palfrey and Gasser (2008).
It is noted by Marsh, J., Brooks, G., Hughes, J., Ritchie, L., Roberts, S. and
Wright, K. (2005) that children are growing up in a technological world and are
developing a wide range
of skills, knowledge and understanding of this world from birth. Palfrey
and Gasser (2008) identify these children as ‘Digital Natives’ as they have
grown up in a digital world thus have the computer skills and knowledge to use
and access a wide range of technologies. This is supported by research which indicates
that even children between the ages of 3 and 4 are using a range of different media
devices, ‘including over a
third who are going online using a desktop PC, laptop or netbook and 6% who are going online via a tablet
computer’ (Ofcom, 2012: 2). Therefore this demonstrates the importance of
teachers taking into account ‘childhood in the digital age’ as children are
coming into the classroom with already well developed experience of technology
(Dean, 2010).
Within the text, Palfrey and Gasser (2008) explore the
differences between ‘Digital Natives’ who have the ability to multitask with
digital technologies and ‘Digital Immigrants’ who are less familiar with
technological environments. Furthermore, they highlight the importance of
enabling ‘Digital Natives’ to explore and access different technologies as
society can often ‘fail to harness the good that can come from these
opportunities’ (Palfrey and Gasser, 2008: 9). The Byron Review (2008) furthers
this point by stating that the focus should move away from the belief that
digital media causes ‘harm’ and instead should focus on what children bring to
technology in order to empower them to
manage risks and make the digital world safer. Research has indicated that the
impact of digital technologies on learning has a positive effect on the
motivation and engagement of children (Higgins, Xiao and Katsipataki, 2012; Marsh et al., 2005).
However, Prensky (2001) argues that educators often
ignore the many skills that new technologies have enhanced in ‘Digital Natives’
which have profound implications for their learning. Palfrey and Gasser (2008)
acknowledge this as they state that teachers often worry that the skills they
have imparted over time are becoming either lost or out-dated as they are ‘out
of step’ with the ‘Digital Natives’ they are teaching. Although children are confident with the technology, ‘they
are still developing critical evaluation
skills and need help to make wise decisions’ (Byron Review, 2008: 2), therefore teachers need
opportunities to explore and discover digital literacies for themselves in
order to build the confidence to use them in the classroom (Dean, 2010; Marsh
et al., 2005). However, Higgins et al. (2012) argue that although digital
technology engages and motivates young people, it is
only an advantage for learning if the activity is effectively aligned with what is to be learned.
Therefore, teachers cannot make the assumption that using different forms of
digital media will have a positive impact on children’s learning unless it is
used appropriately and effectively.
Palfrey and Gasser (2008) also identify the ‘fear’
associated with young children using technology as there is a high risk of
being exposed to inappropriate or ‘harmful’ material. The internet allows for
global exploration which can bring risks (Byron Review, 2008) however Ofcom
(2012) argue that parents are taking
some sort of action to intervene with their children’s media use. Experience
of working in an educational setting has given me the opportunity to observe
how teachers prevent children from viewing inappropriate content online. Whilst
working in school, I supervised children who were using the internet for
research to ensure they did not come across anything unsuitable. This
experience also enabled me to understand why Palfrey and Gasser (2008) would
refer to these children as ‘Digital Natives’ as they were independently able to
log onto the laptops and use the internet with no teacher input or support.
Therefore it is important that teachers foster children’s
ability to use technology and ensure that children engage with a wide range of media and technologies to develop ‘media literacy’ (Marsh et al.,
2005). Children are growing up in a digitally literate world where they are
exposed to a vast range of technologies, therefore teachers need to adapt their
teaching to meet the needs of ‘Digital Natives’ in order to develop their
learning through digital technology.
Byron Review (2008) Safer Children in a Digital World. DCSF
Publications.
Dean, G.
'Rethinking Literacy' in Bazalgette, C. (ed) (2010) Teaching
Media in Primary Classrooms. London: SAGE
Higgins, S., Xiao, Z., and Katsipataki, M.
(2012) The Impact of Digital Technology
on Learning: A Summary for the Education Endowment Foundation. Durham
University: Education Endowment Foundation.
Marsh, J., Brooks, G.,
Hughes, J., Ritchie, L., Roberts, S. and Wright, K. (2005) Digital beginnings: Young children’s use of popular culture, media and
new technologies. Sheffield: Literacy Research Centre.
Ofcom (2012) Children and Parents: Media Use and
Attitudes Report. London
Palfrey, J. and Gasser, U.
(2008) Born Digital: Understanding the
First Generation of Digital Natives. New York: Basic Books
Prensky, M. (2001) ‘Digital
Natives, Digital Immigrants, Part II: Do They Really Think Differently?’ On the Horizon. NCB University Press,
Vol. 9: 6.
This comment has been removed by the author.
ReplyDeleteI agree with the points raised in your blog post and some of the ideas of Palmer (2006) found in my post can support these. However, Palmer does also offer some more contradictory points to the use of digital literacy. These issues can be found in my post.
ReplyDeleteI agreed with what you read about the fear of children viewing inappropriate material whilst using technology; this was also seen as an issue by Palmer (2006). However, this could be approached through the teaching of E-safety in digital literacy lessons so children understand what they should and should not be doing with technology, such as the internet, and what to do if they do come across inappropriate material.
Palmer also identified that there should be an 'off-switch' for technology and even though, as you found, technology is a major part in childhood it should not be the only part. This shows that teachers need to find an appropriate balance between digital literacy and 'traditional' teaching.
Palmer, S. (2006) Toxic Childhood: How the Modern World is Damaging Our Children and What We Can Do About it. London: Orion Books. Chapter 9.
I agree that technology should not dominate the curriculum as 'traditional' teaching is just as important as using various modes of technology. I also agree that teachers should find an appropriate balance as they need to incorporate technology into their teaching and not make it a seperate aspect of learning.
DeleteThe fact that children as young as 3 and 4 have ready access to the internet according to Palfrey and Gasser (2008) makes it all the more important for parents to monitor what their children have access to. This is a consistent issue highlighted by Palmer (2006) but also my reading this week, Papadopoulos (2010). However, Papadopoulos (2010) does note the chllenges of this in the increasingly digital world that children are born into. I find the role of the parent of particular interest as they strive to find the balance between e-safety and positive use of technology.
ReplyDeletePalmer (2006) can be used to support your view of parents as she also addresses how it is the parents responsibility to know what their children are doing with technology and suggest that a way to tackle the issues of E-Safety is to bring computers and televisions back into communal areas of the household, such as the family room.
DeleteI agree that the role of the parent is particularly important as it is the parents who enable their children to have access to the internet outside of school. During school experience I spoke to many parents who explained to me that their child used the internet for a range of purposes for example research for home learning. Therefore, parents who allow their children to access the internet, need to ensure that their children are aware of the importance of internet access and safety in order for the children to use the internet appropriately.
Delete