Archives for the month of: March, 2015

This year 6th-grade math students have been given only one day of whole-class direct instruction per week.

They spend the other four days engaging in math activities or watching videos at a “learning station,” which they choose.

Many parents have hired tutors to provide the missing instruction at home.

None of our administrators takes responsibility for this state of affairs.

Details at the Parents Forum listserv.

Abstract
The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed ‘digital natives’ or the ‘Net generation’, these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response.Asense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a ‘moral panic’. We propose that a more measured and disinterested approach is now required to investigate ‘digital natives’ and their implications for education.

The ‘digital natives’ debate: A critical review of the evidence by Sue Bennett, Karl Maton, and Lisa Kervin | British Journal of Educational Technology | Volume 39 Number 5 | 2008 | 775-786

Why digital natives prefer reading in print. Yes, you read that right. By Michael S. Rosenwald February 22, 2015 | WAPO