Engaging Digital Natives - Week 3

It was especially interesting to read Chapters 3 and 4 of our text and learn about the different types of instructional software that can be utilized in the classroom. Chapter 3 really helped me become more familiar with the different types of instructional software and allowed me to recognize the benefits of using different types of software in the classroom.

Although each type of instructional software has proven benefits to students, I believe that tutorials, simulation, instructional games, and problem-solving software specifically address higher-ordering thinking skills. Using these types of software promote the development of critical thinking, problem solving, and real-world skills. The functions of these types of software help students to be creative and think outside of the box. This was apparent in the video showcasing Sam. Sam is clearly a digital native who has been able to utilize technology and digital media both inside and outside of the classroom in order to problem solve, strategize, and learn social and work related skills (Bidleman, 2009).

Also, as demonstrated in the second video showcasing students from McKinley High School, instructional games engage learners virtually and introduce them to real-life experiences. Instructional games also promote individualization and both technical and creative skills. In addition, through the use of gaming software, students at McKinley High School have been able to make connections beyond the classroom text. For example, students have learned how math and algebra are important in order to create gaming software (Ellis, 2007).

In addition to promoting higher ordering thinking skills, instructional software also allows for more effective differentiated instruction. By utilizing instructional software such as tutorials, classroom teachers are able to allow students to work on different skills at their own pace (Roblyer & Doering, 2010). Also, when using drill and practice software, students are able to receive immediate feedback which is tailored to their specific needs (Roblyer & Doering, 2010).  This aspect of utilizing instructional software can help teachers engage students with varying levels of ability and different learning needs.

Finally, if I was teaching in the ideal technology situation, I would imagine that my students would function as digital natives.  I imagine students being able to use technology to develop critical thinking, problem solving, and real world skills. Also, students would be able to express their individuality and creativity through the use of technology to complete class assignments.

Although this situation would be ideal, I would still be afraid that students would fail to recognize the importance of developing basic classroom skills. Even though they can be addressed using technology, basic math, reading, and writing skills can sometimes be more effective for students when done “the old fashion” way instead of utilizing technology. I would be afraid that students who do not learn well using technology would not be successful in a classroom where technology is used for the majority of instruction.

References

Bidleman, C. (2009, May 27). Digital Youth Portrait: Sam  [Video file]. Retrieved from Edutopia  database.

Ellis, K. (2007, February 21). Schools Use Games for Learning and Assessment  [Video file]. Retrieved from Edutopia  database.

Roblyer, M. D., & Doering, A. H. (2010). Integrating Educational Technology into Teaching (Fifth ed.). Pearson Education, Inc.