Video 4: Ways to Engage Digital Natives and Non-Natives

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Teach English Now! Technology Enriched Teaching

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Arizona State University

Teach English Now! Technology Enriched Teaching

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Cours 3 sur 4 dans Specialization TESOL Certificate, Part 2: Teach English Now!

This course focuses on the key concepts you need in order to effectively integrate technology into your teaching, without letting it overshadow language learning. Discover current and future trends in educational technology, along with strategies for implementing these trends in the classroom and beyond. As technology is continually evolving, learn how to keep up on current technological applications through professional development networks and training opportunities.

À partir de la leçon

Module 3: Engaging Students Using Technology

In this module, we are introduced to the concept of digital nativity, and students that are both digital natives and non-natives. Throughout the module, our young teacher is given strategies to engage both types of learners.

Video 3: Back to School with Trilinguist3:20

Video 4: Ways to Engage Digital Natives and Non-Natives11:32

Rencontrer les enseignants

Jessica Cinco
International Educator
Global Launch
Dr. Shane Dixon
Senior International Educator
Arizona State University Global Launch
Dr. Justin Shewell
Senior International Educator
Arizona State University

[MUSIC]

Welcome back.

In our last few videos, we have introduced you to three types of learners.

One of these learners is a non-digital native who lacks the expertise to

use the technology you want to give her.

The second learner is a digital native, but

is distracted by all the technology around him.

And the third learner is using the technology, but

isn't quite hitting the mark, so to speak.

So, what do expert teachers know about working with these types of learners and

their distinct technology needs?

Well, let's give you a few words of advice and we'll start with learner one.

While all of these three learners require additional support,

learner one needs additional support of the most basic kind.

Learner one needs to learn how to use technology in general and

needs direction, guidance, and a certain degree of patience.

Here are a few specific suggestions for you to accomplish this kind of support.

First, pair students according to skill level.

Since some students have digital nativity, and other students may lack certain

technological abilities, one easy to help students out is by having those

who are familiar with technology, help out those who might struggle.

This pairing suggest that some assignments may best be done at least initially

using groups of at least two or more.

When assigning this kinds of groups, consider that the person with

the least experience should be in charge of technology.

Such as typing at the computer.

Why is that?

Because if the digital native takes over the computer, the other student or

students will likely stand back and do nothing.

The digital native can be useful in a group but might also take over and

make digital nonnatives even more intimated and frustrated.

So remember when you pair the least experienced student should be

in the driver's seat.

Second give non digital natives tutorials.

Tutorials are often freely available on the web or can be created by you.

If a large number of your students lack certain skills

you may need to provide the tutorial to the entire class.

If not, you may need to find additional time to meet with certain students, or

give assignments outside of class for students to watch tutorials.

But how do you know if students need a tutorial or not?

Well, you might want to pre assess student abilities by giving a survey that details

what students can and cannot do.

We have provided an example technology survey here to help you out.

But, remember that it should be modified to fit your particular

age group and/or circumstances.

Third, provide more guided activities.

When using a technology for the first time, you will definitely want to provide

model activities, and guided activities to help students see you use the technology.

However, another word of caution.

One of the biggest problems with showing students technologies that you are already

familiar with, is that you, meaning instructors, move too quickly.

Cut it out!

Have you ever watched someone explain technology by simply clicking buttons and

moving through screens?

You've got to click this and then click that and then just go here, it's just so

annoying, and they think they're being helpful.

This leads us to the concept of clear only if known, or COIK.

Many manuals for assembling a desk, for example, might be considered Coik,

C- O- I- K, this simply means that the instruction is clear for

those who have built the desk and they,of course are the ones writing the manual.

But for those who have never built a desk before the instructions seem weird,

unusual and difficult to comprehend.

Why is that?

Because those who already know something take shortcuts, make assumptions and

fail to see how someone might take the wrong path, thus leaving no room for

error and no thought for the kinds of errors that are possible.

So what do you do to avoid?

The concept here is that you must move slowly, not taking for

granted the fact that clicking from screen to screen is something easily understood.

Having clear, step by step instruction sheets often known as just in time

instructions can be particularly useful If you can, having all your students

follow along with you, as you give them an example, is particularly useful.

Especially if you stop, ask questions, and wait for students to catch up to you.

And students who are digital natives and have already followed what you are doing,

can turn and help their neighbors I like to use the phrase.

If you have gotten to this point or

see this screen, now turn to your neighbor and help them out.

Now, let's move on to a discussion of what to do for learner two.

If you remember, learner two doesn't really need support,

in terms of basic, general understanding of technology.

He is a digital native.

But that doesn't necessarily mean he won't need support on the task at hand.

You may discover that digital natives,

in fact don't always know the new technology you are introducing,

or have never used the new technology in the way you are asking them to.

So you may wish to discover what they indeed know about the tool itself.

If you discover that learner two is distracted,

because of a lack of knowledge,

you should follow that same bits of advice that we gave you for learner one.

But let's assume that learner two actually is knowledgeable, can use a technology but

is still well, distracted.

Now what?

Consider the following.

First, limit the distractions.

Consider removing devices that are causing problems,

thus making sure that your classroom space is yours.

Having classroom rules set at the beginning of a semester, or

at least the beginning of a class, definitely helps.

And rules like these can make your classroom a learning environment that

students appreciate.

Personally I believe it is important to have an open class discussion.

If you perceive there are problems with technology distractions, and

this kind of frank discussion can lead to you receiving student support

in any decision that is made.

In my class some students have actually requested

to turn in their devices when they walk through the door.

I love that because I didn't feel like a police man, they were policing themselves.

Second, set clear boundaries for students.

Some students are, well, so easily distracted today because there are so

many to be entertained.

Setting clear boundaries for

assignments is one way to help students keep their focus.

Consider the Pomodoro technique, a particularly useful strategy for

distracted learners to gain success.

This time management method uses a timer to break down work into intervals.

For adults this is traditionally 25 minutes in length, but

should be shorter for younger learners.

The method itself is simple.

Give learners a specific amount of time, and

tell them to stay focused for just that amount of time.

That's it. You'll start the timer, and

students will work until the buzzer or ringer goes off.

Reinforce to the students that they shouldn't look up or

focus on anything else until they hear that sound.

It is the simplest of techniques, but

I have found that it works particularly well with technology assignments, and,

for whatever reason, students seem to respond really well to a sound.

I knew a teacher that used a small gong, boy did that get students attention.

And interestingly, it kept them intensely focused.

All right, let's move on to our final learner.

Remember her?

This kind of learner often immediately gets engrossed in the tool itself and

starts to create and develop based on what is available.

She might used past understanding, past assignments of other tools or

other projects that finish the current assignment.

And then fail to produce the assignment you actually intend it.

Remember how our learner three decided to brainstorm about a famous actor

Where did she come up with this idea?

Not sure.

But certainly, the student isn't paying attention to your objectives, or

that information sheet that you handed out.

Rather, she is relying on past knowledge or

the current technology to give her information on what to develop.

She was simply focusing away from your instruction and

following your other cues to help her complete her assignment.

I think all of us is falling victim to that.

Okay, so what kind of advice would we give you for a student like this?

Well above all this learners needs to slow down and follow directions.

And there are several ways to help to learn to do this.

First of all, make certain that you spend time going over directions clearly, and

then as learners moved into the technology

ensure that the directions are in front of the learner.

Having clear guidelines in front of the learner can make all the difference.

Remember that your instructions should give just in time advice,

meaning that it should be numbered or otherwise categorized.

During the time allotted you might want to tell students which portion of the sheet

they should be looking at.

This can be a helpful way of keeping students on task.

All right that was a lot of information.

Let's see if we can summarize really quickly.

Learner 1 put them in pairs, create tutorials and provided guided activities.

Leaner 2, limit distractions and set clear boundaries.

Use a pomodoro.

Learner 3.

Slow down, go over portions of assignment sheet during the activity to make sure

they're on task.

Let me reiterate the fact that all three of these learners need support.

But that the support changes based on the needs and abilities of each.

Please recognize that all of these students will appear sooner or

later in your class.

And your ability to deal with the particular personalities and

problems associated with each learner will in large part,

determine the success of your lesson plan.

Thanks for watching.

[MUSIC]

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