Digital Natives, Digital Immigrants

Written by Marc Prensky

Digital Natives, Digital Immigrants

By Marc Prensky © 2004 Marc Prensky

Perhapsrepparttar least understood and least appreciated notion among those who design and deliver education today isrepparttar 109364 fact that our students have changed radically. A really big discontinuity has taken place –repparttar 109365 arrival and rapid dissemination of digital technology inrepparttar 109366 last decades ofrepparttar 109367 20th century.

Today’s learners representrepparttar 109368 first generations to grow up with this new technology. The numbers are overwhelming: over 10,000 hours playing videogames, over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 200,000 emails and instant messages sent and received; over 500,000 commercials seen—all before today’s kids leave college. And, maybe, atrepparttar 109369 very most, 5,000 hours of book reading. As a result of this ubiquitous environment andrepparttar 109370 sheer volume of their interaction with it, today’s students think and process information fundamentally differently from their predecessors. “Different kinds of experiences lead to different brain structures, “ says Dr. Bruce D. Berry of Baylor College of Medicine.

Today’s students are Digital Natives. They are “native speakers” ofrepparttar 109371 digital language of computers, video games andrepparttar 109372 Internet.

So what does that makerepparttar 109373 rest of us? Those of us who were not born intorepparttar 109374 digital world but have come to it later in our lives are, compared to them, Digital Immigrants. And as we Digital Immigrants learn – like all immigrants, some better than others – to adapt to their environment, we always retain, to some degree, an "accent," that is, our foot inrepparttar 109375 past. The “Digital Immigrant accent” can be seen in such things as turning torepparttar 109376 Internet for information second rather than first; in readingrepparttar 109377 manual for a program rather than assuming thatrepparttar 109378 program itself will teach us to use it; in printing out our emails (or having our secretary print them out for us – an even “thicker” accent); or in never changingrepparttar 109379 original ring of our cell phone. Those of us who are Digital Immigrants can, and should, laugh at ourselves and our “accent.”

But this is not just a joke. It’s very serious, becauserepparttar 109380 single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that ofrepparttar 109381 pre-digital age), are struggling to teach a population that speaks an entirely new language.

Digital Natives are used to receiving information really fast. They like to parallel process and multi-task. They prefer their graphics before their text rather thanrepparttar 109382 opposite. They prefer random access (like hypertext). They function best when networked. They thrive on instant gratification and frequent rewards. They prefer games to “serious” work. Digital Immigrant instructors typically have very little appreciation for these new skills thatrepparttar 109383 Natives have acquired and perfected though years of interaction and practice. These skills are almost totally foreign torepparttar 109384 Immigrants, who themselves learned – and so choose to teach – slowly, step-by-step, one thing at a time, individually, and above all, seriously.

Linguaphone Language Learning Solutions

Written by Madhur Bajaj

Language Training - A key to Global Communication

Language Training is integral to success inrepparttar International setting. It is increasingly recognized as a key element in assignment success.

The ability to communicate inrepparttar 109363 local language of International colleagues and clients facilitates relationship building and fosters an atmosphere of credibility and trust.

Knowledge ofrepparttar 109364 local language gives international assignees a more thorough understanding ofrepparttar 109365 host country's culture. Attaining a high level of linguistic proficiency can meanrepparttar 109366 difference betweenrepparttar 109367 success and failure of an International assignment. Increasingly, there is need for highly specialized training such as accent reduction, business writing inrepparttar 109368 target language, contract negotiation and skills to deliver presentations or conduct interviews.

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