Five things "Digital Natives" need in Educational Technology

Today's younger generation is considered to be "digital natives" because they have
grown up with Internet/mobile technology and are highly comfortable with it.

But what are the implications of that? Should educators really treat them differently?

According to this story, a recent academic study suggests that today's students are no better at information skills simply because they grew up in the digital era. It also finds evidence that “digital natives” are no better at multitasking than other age cohorts.

So, as a teacher, I wonder what this says about instructional technology (and here I am talking about systems that go beyond PPT slides and playing YouTube videos in class).

There is a lot of research that shows that, in general, students like using technology for schoolwork.  In part, this is because they are already used to technology, and in part because it tends to lead classes away from boring lecture-memorization methodologies.

But I teach specialized technology, used for broadcasting.  Many of my students are great users of the technology, but......

If there is a problem, many of them are stymied. Some of them cannot even explain what the problem is sufficiently for me to understand it, without going to look for myself (and then I can often solve the problem in two minutes).

Then there's the recurring problem of the students who save a file, and then cannot come back and find it again, because of lack of understanding of file folder structure. That should not be college-level curriculum!

So my take is that today's generation of students is sophisticated in USE of technology, but not necessarily in UNDERSTANDING how the technology works.

Again -- what are the implications?

1. The technology used needs to be highly intuitive do it doesn't NEED figuring out.
2. Students need ample instruction in how to use it (called "induction training"). As long as it is confucing or hard to use, it will reduce their motivation.
3. Teachers need to use scaffolding -- giving high levels of technology support early, but gradually lessening the support to encourage students to become more independent and able to solve problems.
4. As much as possible, the technology needs to be cross-platform, i.e. suitable tfor desktop computers, laptops, and smartphones. Of course, this is not always possible.  My broadcasting assignments need to be done with professional hardware and software to be effective, not Garage Band. But for example, our school's Learning Management System (the only system allowed for online instruction) is just finally being updated this year to be friendly to mobile devices.
5. Teachers need to guard against mobile devices as distractions in class.  They can add to the classroom experience, such as for quick research during class discussion. But whenever a student blanks a screen or minimizes a window when the teacher walks up, you can bet that the device has been a distraction, not an learning aid.  This can be challenging because students resent being told they cannot text message during class, etc.  

I think that my particular Electronic Media program does a pretty good job of teaching the technology in a way that is not too intimidating and builds complexity step-by-step in reasonable increments.  And we'll need to, because we have new hardware and software we'll need to start using the first week.

Five Myths about Higher Education

©  2014 Michael Marek

Reading this article made think about myths about how education works.

Here are five myths that too many people believe about education, and particularly higher education.

What Makes a GOOD Teacher

What does it mean to be a "good teacher"?

It's not what a lot of people think.

Educational Engineering

My latest scholarly publication is Chapter 14 of monograph published for the 25th anniversary of the English Teachers’ Association in the Republic of China (ETA-ROC), in November.

Educational Engineering for CALL and MALL, is an invited article on curriculum development, taking an engineering approach to developing outcome requirements and then engineering a theory-based system that will accomplish those outcomes.  The CALL and MALL in the title refers to Computer Assisted Language Learning and Mobile Assisted Language Learning.  But it's all Mass Communication to me.

The overall monograph, Epoch Making in English Language Teaching and Learning, is out in hard copy and CD.  I am not sure when or where it may eventually be available online, other than my pre-press version on ResearchGate.

It may be cited as:

Marek, M. W., & Wu, W. C. V. (2016). Educational Engineering for CALL and MALL. In Leung, Yiu-nam (Ed.), Epoch Making in English Language Teaching and Learning, Twenty-fifth International Symposium on English Teaching, English Teachers’ Association, Republic of China (pp. 115-125).

Technology Assisted Language Learning

One of my scholarly journal articles has just been cited in a paper entitled "Technology Assisted Language Learning is a silver bullet for enhancing Language competence and performance: A Case Study."

The specific citation is:

"Wu, Yen and Marek (2011) explored in their studies the unprecented impact of technology in increasing learners’ motivation for listening to online audio and video resources in order to improve their listening skills. They also found that while listening to online audio and video resources, the ESL learners were found to ward off their hesitation and shyness and try to speak English."

International Journal of Applied Linguistics and English Literature

Educational Technology

One of my academic papers was cited in a conference paper from the 2016 International Symposium on Educational Technology, held 19-21 July in Beijing.

Collaborative Online International Learning: A Case Study between USA and Thailand

Educational Engineering

Spent the evening galley proofing this invited chapter.

It will be chapter 14 in a "monograph" to be published recognizing the 25th anniversary of the English Teachers’ Association in the Republic of China (ETA-ROC).

Here is the full abstract:

Innovation abounds in the fields of Computer Assisted Language Learning (CALL) and Mobile Assisted Language Learning (MALL), but recent evidence reveals that innovative instructional designs are often not repeated in subsequent semesters, much less integrated into the permanent curriculum. This “how to” article presents the perspective that educational curriculum and technology design should be treated as an engineering process, i.e. using evidence-based principles to create instructional and technology designs that meet the long-term needs of students and allow them to achieve required outcomes. Factors influencing CALL/MALL teaching are discussed, followed by presentation of educational engineering as a seven-step process – identifying  marketplace requirement goals, determining measurable outcome objectives, choosing theory-based instructional methods, selecting CALL/MALL technology by affordances, developing integrated lesson plans, teaching the class, and evaluating success. Six figures give concrete examples of how the process should work.