Pedagogy for Digital Natives

Pedagogy for Digital Natives

Prensky (2012) purported that students see technology as the foundation of their educational learning. As digital natives, they have grown up in quick access to information and constant entertainment. Without committing to using technology in schools, students have become bored, have been assumed to not care, and teachers have not had the opportunity to change their teaching methods (Prensky, 2012).

Implications for Higher Education

Learning has changed for college students. They benefit from interactive teaching rather than lecturing. They excel when given real world problems or work with community partners. Higher education can no longer be solely through a lecture format. Professors need to step outside of their comfort zones to engage students through different methods (Prensky, 2012).

Lucas (2016) stated that faculty have the opportunity to utilize technology in their teaching to enhance the understanding of students. An example are the case studies discussed through a computer to assist students in their business problem solving. Students receive information from a computer system as they continue to make decisions about the study. Students then report through a course management system about their decisions and contributions. Other students have the opportunity to answer. This system has increased the engagement of students and allowed them to look at real life problems.

Instructional Practice

Lucas (2016) strongly purported these types of interactions only occur through professional development, IT support, and administration vision and support. First, administration need to clearly communicate what their expectations for methodology are. Next, faculty need to be trained to use these new technology so they can engage their imaginations on how to teach differently. Lastly, faculty need the support of IT to enact these changes (Lucas, 2016). Without these three aspects, faculty will not feel the need to change their approaches and we will continue to lose students.

Prensky (2012) also purported that faculty could partner with their students in a bottom up approach to learn how to teach them. Students are experts in current and emerging technologies. With their help, professors may discover other methods of teaching. Further, students feel a part of the educational system and have a voice over how they learn. This empowerment creates commitment and students are more likely to engage at deeper levels (Prensky, 2012).

References

Lucas, H. (2016). Technology and the disruption of higher education: Saving the American university. Edgewood, CO: WSPS Publication.

Prensky, M. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. Thousand Oaks, CA: Corwin Press.