Digital Native: Informal/Social vs Formal/School Settings

Crook, C. (2012). The ‘digital native’ in context: tensions associated with importing Web 2.0 practices into the school setting. Oxford Review of Education, 38(1), 63–80. https://doi.org/10.1080/03054985.2011.577946 

I read this article with great interest and its results and conclusions and two points truly resonated with me as a high school teacher. First, we often overestimate our students' technology skills. Two, we often create artificial environments that are not conducive to learning and applying technology skills.

I also found another article, illustrating the same points.

Flaherty, C. (2018, March 6). The Myths of the Digital Native (Part 1). 3 Geeks and a Law Blog. https://www.geeklawblog.com/2015/10/the-myths-of-digital-native-part-1.html.

I already touched on both issues in THIS post, where I argued that "digital natives need to sharpen their skills through authentic learning experiences." In my opinion, the main characteristic that differentiates digital natives from digital immigrants is an innate ability to quickly learn how to navigate the new digital tool. Yet, ability does not equal fluency. I have both witnessed and been a guilty party of the many technology fiascos, when students were asked to perform an academic task while learning a new technology. Not. a. good. idea!  As Crook (2012) states, technology use in school settings can be stressful and frustrating, to both students and teachers, when used inappropriately. The author argues that there is a false assumption that just because "young people are readily engaged by these [Web 2.0] technologies, it might be expected that Web 2.0 communication would be eagerly appropriated into educational practice." 

I am by no means an expert in the use of Web 2.0 technologies but have found two successful practices that work in my own classes: allowing students to suggest/pick various tools and introducing new tools, so students can explore and learn the basics, before adding any substantial assignment requirements. For example, I cycle through various review tools, like Kahoot, Socrative, GimKit, etc. and let students pick the tool of the week. They love it because we don't get in the same "rut" and students like that their input is invited. Before, I introduce any tools, I go through a quick tutorial and let students play with that tool, such as writing their own questions. This approach is especially important for my AP and honors students who are extremely competitive and not doing well on any review assignments because they struggle with figuring out how to use an app would be very stressful. Many students have commented over the years how they enjoy using various tools more when they are comfortable with different functions.

If you are a teacher, what are your best practices? If not, what is your perspective as a student? I would love to hear your thoughts.