Digital Natives vs. Digital Immigrants

The article, Digital Natives, Digital Immigrants, By Marc Prensky
from On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001)presents vital issues that need to be considered in all discussions of educational reform.

http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.

Greg Russak writes:

Prensky's article was spot on in 2001 and has proven to be incredibly prescient about one of the main reasons for the declining state of education in America. It seems to me that until educators and administrators accept the reality that "change" is the one constant, and that it is part of their job to adopt and adapt to that change - whether they like it or not - American education will be hard pressed to realize the potential that exists in our students. Case in point: My son has decided not to pursue his dual-degree in Japanese and to only take courses that involve speaking because he's frustrated by the approach taken to language education at his university. In other words, he wants to speak the language and has little interest in writing papers using pen - yes, pen and paper - when he's had a keyboard converter on his own laptop for years.

Not to be cruel or unkind to anyone, but isn't it a little short-sighted and narcissistic for educators and administrators to think that what's best is based upon what they have always done? I think Prensky makes the point that of all the professions and professionals in America, education and educators need to be among those who embrace change the most. I agree that it's part of their responsibility; to teach children in ways that work best for the student and not just the teacher. I also agree completely with Prensky that it seems well past time for the Digital Immigrants in education to stop their grousing and accept the fact that they are dealing with Digital Natives, or as I like to call them, the "YouTube-Facebook Generation." It's time for educators to embrace change, and to forcefully and tirelessly lobby their administrators to spend more money on technology that has the potential to improve learning instead of on things like football stadiums."