Developing Digital Natives

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Published on February 19, 2009

Author: Marcelva

Source: slideshare.net

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Feb 2009 presentation at the 3rd International Wireless Ready Conference in Nagoya Japan on developing the digital literacy and digital learning literacy of Japanese college freshmen. By Marcel Van Amelsvoort and Yuichi Shiozaki.

Developing Digital Natives Third International Wireless Ready Conference Feb 20, 2009 NUCB Graduate School, Nagoya, Japan Yuichi Shiozaki Marcel Van Amelsvoort Kanagawa Prefectural College of Foreign Studies

Digital Natives?

Digital Literacy USA 56% (2005)

USA 56% (2005)

Digital Literacy at Gaitan 1 Percentage of Students with Computers 54% 72% 2003 2008 2005 60%

Digital Literacy at Gaitan 2 Digital Devices in 2007-08 (Incoming 1 st Year Students) 38% 5% … a “one-seg” cell phone 3% 6% … a Sony PSP 27% 12% … a Nintendo DS 47% 29% … an Mp3 player 2008 2007 % of students who have…

Digital Literacy at Gaitan 3 Digital Learning Literacy in 2008 (Incoming 1 st Year Students) 11% Used Skype 64% Downloaded an mp3 file to their cell phone 37% Used a CALL room 64% Used Wikipedia (in English or Japanese) 4% Made a podcast 9% Listened to an English podcast 31% Written an e-mail in English 47% Made a blog or website (mostly Mixi) 50% Used a computer for listening training

Can they? Do they? Will they? (How will they?) 

They will…but… Culture of Technology Culture of Learning

Culture of Technology PC familiarity Typing Mp3 players: music or more?

PC familiarity

Typing

Mp3 players: music or more?

Culture of Learning Teacher-centeredness Autonomy Focus on tests Willingness to jump communities Willingness to get involved

Teacher-centeredness

Autonomy

Focus on tests

Willingness to jump communities

Willingness to get involved

Hubbard (2004) Experience CALL yourself Give learners teacher training Use a incremental/cyclical approach Use collaborative debriefings Teach general exploitation strategies (linguistic and technical).

Experience CALL yourself

Give learners teacher training

Use a incremental/cyclical approach

Use collaborative debriefings

Teach general exploitation strategies (linguistic and technical).

Our Approach for Implementation  Know Your Learners  Institutionalize (Multi-course and required)  Immerse (Multi-course; regular assignments)  Support Actively (Multi-lingual; all stages)  Allow Sufficient Time

 Know Your Learners

 Institutionalize (Multi-course and required)

 Immerse (Multi-course; regular assignments)

 Support Actively (Multi-lingual; all stages)

 Allow Sufficient Time

Our Strategy Teach and promote tool use in , across and beyond 3 courses

Teach and promote tool use in , across and beyond 3 courses

Goals Improve computer literacy Improve computer learning literacy Promote learner autonomy

Improve computer literacy

Improve computer learning literacy

Promote learner autonomy

Subjects 18 (20 at start) 1 st year students in the lowest proficiency class at a junior college in Yokohama.

18 (20 at start) 1 st year students in the lowest proficiency class at a junior college in Yokohama.

Tools Blogs: As writing tool; web presence; personal learning space Various Web 2.0 Tools: Voki (personalized talking avatars ESL Video (video learning) Voice of America (news and listening) IKnow (personalized social learning) Quizlet (personalized quizzes) Chatroll (interactive social writing)

Blogs: As writing tool; web presence; personal learning space

Various Web 2.0 Tools:

Voki (personalized talking avatars

ESL Video (video learning)

Voice of America (news and listening)

IKnow (personalized social learning)

Quizlet (personalized quizzes)

Chatroll (interactive social writing)

Institutionalize and Immerse Writing 2 (1 × 90 min.) Blogs (but only 1 posting required; more encouraged) Workshop (2 × 90 min.) Blogs; Quizlet; Chatroll; Voki Writing 1 (1 × 90 min.) Blogs; ESL Video; iKnow; Voice of America; Quizlet; Voki Second Term First Term

Results: Blogs vs. Journals 0% 6% 6% 8% 37% Improved 0% 6% 19% 31% 44% Enjoyed 0% 6% 6% 50% 37% Tried hard Blogs 6% 0% 0% 19% 72% Improved 6% 0% 37% 25% 31% Enjoyed 0 % 6% 6% 31% 56% Tried hard Disagree Strongly Disagree Not Sure Agree Agree Strongly Journals

Results: Blog Difficulty By the end of the course… 0% 28% 61% 0% 11% Difficulty Very Easy Easy Not so Hard Hard Very Hard

By the end of the course…

Blog Assessment by Learners 5% 0% 28% 61% 5% Interesting Boring Not Really A Little Interesting Very 0% 0% 61% 39% Useful Not at All Not So Much Useful Very

Learner Intentions and Reality 17% wrote over the summer Writing 2 produced an average of 4.1 postings though only one was required (ranging from 0-9 postings) 5% No 45% 50% Want to Continue Using Blogs Haven’t Decided Yes

17% wrote over the summer

Writing 2 produced an average of 4.1 postings though only one was required (ranging from 0-9 postings)

Factors We Found Important  Know Your Learners  Institutionalize (Multi-course and required)  Immerse (Multi-course; regular assignments)  Support Actively (Multi-lingual; all stages)  Allow Sufficient Time

 Know Your Learners

 Institutionalize (Multi-course and required)

 Immerse (Multi-course; regular assignments)

 Support Actively (Multi-lingual; all stages)

 Allow Sufficient Time

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