Documente Academic
Documente Profesional
Documente Cultură
CIED 1003
Dr. Orr
June 1, 2017
Google Scholar
1.
Internship Experiences
http://www.unco.edu/cebs/nfec/documents/Field_Journal_Spring2016_Volume17.pdf#page=28
2. "An Easy Switch": A Descriptive Case Study Exploring the Shift Toward Informational Text
Classrooms
August, 2013
http://scholarworks.uark.edu/cgi/viewcontent.cgi?article=1847&context=etd
3.
The Perceived Literacy Skills of Digital Natives and Digital Immigrants in one Teacher
Preparation Program
Linda Eilers. Ph.D. Heather Kindall, Ph.D. Tracey Crowe, Ed.D. Angela Elsass, Ed.D.
No publication date listed, but it had to be after 2013 as they cited research from this year: The
NCTE definition of 21st century literacies: NCTE position statement. National Council of
Teachers of English (2013). I also checked the google scholar citation, but no date was listed.
http://www.arareading.org/resources/Documents/Eilers,%20et%20al_Digital%20Natives%20and
%20Digital%20Immigrants.pdf
Summary:
The Perceived Literacy Skills of Digital Natives and Digital Immigrants in one Teacher
Preparation Program
The authors studied one hundred eleven teacher education faculty members and teacher
candidates The objective was to learn what their perceptions were and their skill levels and usage
of five different types of technology, web, technical, social, game and work oriented, in an effort
to determine if there was truly a knowledge and usage gap between, those born during or after
digital technology came into being (digital natives) and those that were born prior to the rise of
technology (digital immigrants) in the teacher preparation program used in the study. The
method used in the study was a questionnaire designed to measure digital literacy and frequency
of use. The questions were representative of the five categories of technology the researchers
and the candidates were to answer the digital survey of 52 questions using a Likert rating of 1
(least use) to 4 (highest use). The survey was sent to 302 teacher candidates and 18 faculty with
111 respondents (99 candidates, 12 faculty). The data was analyzed quantitatively using sample
t-tests, one measured skill level, the second measured frequency of use. The researchers also ran
secondary tests to see if there was any difference between the groups in the skill levels in each
technical category.
The statistics showed that digital immigrants have higher levels of usage in search and
research categories, such as libraries and search engines and greater knowledge of technical
tools. Work oriented tools and social media tools were equally utilized. Gaming systems were
used more by digital natives. The study suggests that digital immigrants may be more
technologically skilled, overall, than their native counterparts. This contradicts the common
assessment that natives are more digitally savvy and that this knowledge is related to age. This
supports other similar studies which found that even though digital natives have spent their entire
lives with access to technology, this does not mean that they are any more skilled at using it.
Study limitations were the small number of digital immigrants that participated and that they are
university faculty with jobs that require them to teach technology to educators. Additionally, the
questionnaire was not tested for accuracy prior to submission. The authors determined that more
time should be taken to determine the skill levels of teacher candidates and possibly should
receive more support in completing digital assignments. They also recommended future studies
consider additional variables, in addition to birth date. In conclusion, the study showed that
digital immigrants may have greater skill level that digital immigrants and that education
professionals should focus on utilizing technology effectively in teaching and learning in the 21 st
Century..