0.3 Digital learners: how are they expanding the horizon of learning  (Page 2/6)

The United States National Research Council found in a two-year study that youths require a level of control over their learning in order to make needed transfers of information (Huffaker&Calvert, 2003). Similar to researching on the Web, students would prefer to follow multi-topics in multi-logical directions much like brainstorming techniques and lateral thinking introduced by Edward DeBono (1967)[1] rather than being fed a constant unidirectional message. These learners preferred a speed which Prensky deems“twitch speed”translating to hit it hard and fast, and then proceed. Additionally,“digital natives”appear to prefer graphics first with text to support unclear content rather than the“digital immigrant”method of illustrations to augment text (Prensky, 2001). The idea that information is fluid and informed by multiple inputs which may be updated instantaneously when discovery occurs is not a foreign concept to 21st century learners. Brown dubs these learners “bricoleurs”[2] evolving from a term first used by Claude Levi-Strauss (Brown, 2000, p. 14). Bricoleaurs have the ability to take some small piece of information and then use it to create something meaningful for themselves.

Brown further notes that today’s adolescents have moved their preferences for knowledge acquisition from non-ownership or semi-ownership to self-ownership, from linear to multi-linear or lateral, and from becoming unresponsive when they do not understand to“lurking then trying”(Brown, 2000). Perhaps most importantly,“digital natives”are network builders, reaching out for both information and for social contact. With access to anyone, anytime, anyplace at the end of a computer, cell phone, or Blackberry (Research in Motion Limited), these students are better than ever before at building a community of learners naturally. (Brown, 2000).

“The new science of learning, as advocated by the National Research Council and the National Academy of Science, recognizes the importance of allowing children to take control of their own learning experiences [Bransford, Brown&Cocking, 1999]”(Huffaker&Calvert, 2003, pp. 325-6). The terms“active learning”describes the learner taking an active role in the learning process,“metacognition”is defined as the student monitors and regulates their own learning, and“transfer of knowledge”as learners apply information learned to multiple settings and tasks, are now a part of the educational vernacular (Huffaker et al.). Digital gaming may bring all of these elements into play (Gee, 2005.)

Calvert, Rideout, Woolard, Barr, and Strouse (2005) suggest that when young children spent time with the computer, it most often involved game play. Though“digital immigrants”may profess gaming to be a waste of time, James Paul Gee demonstrates that good games contain multiple elements of current learning theory. Good games provide players with stimuli and allow responses, positively reinforcing players and providing motivation for repeated response. This is indicative of behaviorism and operant conditioning.