Educators Engage Digital Natives and Learn from Their Experiences with Technology

Downes, John M.

doi:10.1080/00940771.2012.11461824

Cited by 27 publications

(13 citation statements)

References 5 publications

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“…This study also revealed that despite the finding of Downes and Bishop (2012), mobile technology such as iPad did benefit the students, and did not detract from proven, less expensive, and more readily available educational practices. The participants gave no indication that the iPads and the Hands-On Equations app took time away from teaching, despite the findings of Ooms et al (2008).…”

Section: Resultsmentioning

confidence: 84%

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Middle school mathematics teachers' experiences with student learning using the hands-on equations iPad application: a narrative inquiry

Juhan

Halkias

2017

IJTEL

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This study fills a gap in the research on students' classroom experiences with specific iPad apps such as the Hands-On Equations app to better understand its value as a teaching tool within a mathematics curriculum. To achieve this, a narrative inquiry approach was employed to examine middle school mathematics teachers' stories of student learning experiences with mobile technology through use of the iPad app Hands-On Equations. The study's results and conclusions support prior research on the potential for mobile technologies to introduce potential new ways of learning mathematics and motivating students to learn mathematics.

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Section: Resultsmentioning

confidence: 84%

“…Downes and Bishop (2012) suggested that poorly implemented technology integration, such as iPads, is not likely to benefit students and can in fact detract from proven, less expensive, and more readily available education reforms. Issues of technology ownership have also drawn criticism.…”

Section: Mobile Devices and Mobile Learning For Middle School Mathemamentioning

confidence: 99%

Middle school mathematics teachers' experiences with student learning using the hands-on equations iPad application: a narrative inquiry

Juhan

Halkias

2017

IJTEL

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“…Kondisi kehadiran generasi ini menjadi tantangan sendiri bagi penyelenggara pendidikan untuk memulai trial and error dalam memproses pembelajaran melalui dengan mengutamakan grafis dibandingkan teks mereka (Deubel, 2006;Glasser, 1998;Prensky, 2001dalam Downes & Bishop, 2012 serta menghubungkan pada dunia professional sebagai bentuk relevasi nya. Ibarat kata ini memberikan pernyataan pada mereka mengenai relevansi mata kuliah dan kegunaanya Downes & Bishop (2012) menjelaskan bahwa generasi digital memiliki pemikiran kritis, lebih mengutamakan kolaborasi dalam mengerjakan tugas pembelajaran dan kreativitas yang sesuai dengan abad 21 (Partnership for 21st Century Skills, 2009 dalam Downes & Bishop, 2012). Hal ini sangat kontras dengan pemikiran sebelumnya di mana sekolah identik dengan keunggulan buku teks dan penekanan nilai pada test.…”

Section: B) Penilaian Formatifunclassified

“…Mereka menyarankan teknologi ruang kelas dapat diterapkan dengan empat fokus berbeda: (1) Penelitian (2) komunikasi, (3) konstruksi, dan (4) ekspresi. Sementara siswa di sekolah menghargai efisiensi penggunaan teknologi untuk inkuiri dan komunikasi, waktu yang mereka identifikasi sebagai keterlibatan paling sering terjadi ketika mereka menerapkan teknologi untuk konstruksi dan ekspresi saja (Downes & Bishop, 2012).…”

Section: B) Penilaian Formatifunclassified

Komunikasi Dosen dengan Mahasiswa Kelompok Digital-natives di Perguruan Tinggi

Pamungkas

2021

12 Juni 2013

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Komunikasi perlu dibangun antara dosen dan mahasiswa dalam proses pembelajaran di perguruan tinggi. Adanya kesenjangan generasi yang terjadi antara dosen dan mahasiswa pada proses pembelajaran. Dosen menghadapi peserta didik dengan konsep berpikir yang berbeda. Konsep pemikiran mahasiswa dipengaruhi oleh adopsi teknologi sejak mereka masih kecil dan kelompok mahasiwa ini dikenal dengan istilahdigital-native. Kondisiini menghadirkan kesenjagan antara dosen dan mahasiswa. Penelitian ini bertujuan untuk memberikan informasi terkait identitas personaldigital-nativessebagai dasar untuk melakukan komunikasi dalam pembelajaran. Pencarian data dalam penelitian ini menggunakan pendekatan tinjauan kepustakaan. Peneliti memperhatikan teks pada setiap rekam jejak mulai penggunaan istilahdigital-nativesmenjadi terminology pada tahun 2001 hingga perkembangannya di tahun 2020. Peneliti menghadirkan teori identitas karena indentitas dianggap sebagai produk komunikasi. Hasil penelitian menunjukkan bahwa generasidigital-nativesmemiliki pemikiran yang berbeda akibat terpaan teknologi dalam perkembangan hidupnya. D isisi lain, perlunya mengkaji kelompok generasi sesuai dengan kondisi latar belakang geografi atau daerah yang pada kenyataannya memiliki terpaan teknologi yang berbeda-beda. Perlunya kesadaran pengajar bahwa ada identitas baru yang kini hadir di dunia pendidikan perguruan tinggi. Mengenal generasidigital-natives akan membantu dosen untuk mengetahui cara berkomunikasi dengan generasi ini sebagai mahasiswa mereka.

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“…Given the growing popularity of these types of programs, there has been an increase in research on their effects, the activities in the classroom and the learning experiences (Fleischer, 2012). In this sense, there are numerous studies that have found that the student's participation in these programs improved their motivation and commitment with the tasks (Lowther, Inan, Strahl, & Ross, 2012;Lin, Wong, & Shao, 2012;Donovan, Green & Hartley, 2010;Downes & Bishop, 2012), as well as their learning abilities (e.g., Spektor-Levy & Granot-Gilat, 2012). However, there are also studies that have shown that the inclusion of mobile devices (i.e.…”

Section: Introductionmentioning

confidence: 99%

Understanding the engagement of elementary school students in one-to-one iPad programs using an adaptation of self-system model of motivational development

Morueta

Fernández

Vales-Villamarín³

et al. 2020

Computers in Human Behavior

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The number of one-to-one mobile programs in elementary schools as a resource that substitutes the textbook has become popular in worldwide. However, studies that seek to understand how the daily use of these mobile devices is associated with teaching/learning practices and student's engagement in the classroom are lacking. The authors utilized and adapted a self-system model of motivational development in order to better understand the mechanisms behind the promotion of academic engagement through the use of iPads. For this, an analysis using structural equations was conducted on the data collected from a network of 20 elementary schools and 1977 K-5/6 students in Spain, who used iPads daily in their Language, Mathematics, Science and Second Language subjects. The data showed that the pedagogic method acted as a mediator between iPad use in the classroom and academic engagement, as it satisfied the psychological needs of the students. The study contributes with a comprehensive approach that results in an increase of knowledge on the reasons behind the success of failure of these types of programs on learner engagement.

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Educators Engage Digital Natives and Learn from Their Experiences with Technology

Cited by 27 publications

References 5 publications

Middle school mathematics teachers' experiences with student learning using the hands-on equations iPad application: a narrative inquiry

Middle school mathematics teachers' experiences with student learning using the hands-on equations iPad application: a narrative inquiry

Komunikasi Dosen dengan Mahasiswa Kelompok Digital-natives di Perguruan Tinggi

Understanding the engagement of elementary school students in one-to-one iPad programs using an adaptation of self-system model of motivational development

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