Congratulations! I give you the prize for most creative words for technology! 🙂 I enjoyed your symbolism of immigrants and natives. I do understand that K-8 students are natives; however, I might add 9-12 in with those as well and say the immigrants were college age. This would be something very interesting to investigate – especially in terms of where in the country you are considering. In California, I think I would see the 9-12 grade kids in the native group. However, students in more rural areas might not be. It may really depend upon where they grow up. What do you think?
I was captivated by your “viewer” during the video. VideoPress? Is that similar to YouTube? I am going to google it when I am done.
You bring up some great points. The difference in perspective likely means that we need to be ready to differentiate our expectations. In the same way that Web 2.0 tools are really a “Wild West” environment, so, too, is the way our students approach technology in education. The lines, here, are vague. The beauty of this perspective is that, in time, they will all be natives!
I used Jing to shoot my video. This is the “viewer” that Jing uses to save videos.
I think you have a unique take on the use of technology in education from the perspective of our students. I would think from your explanation that there are levels of immigrants to technology. By your description it sounds like you view the immigrants to technology as those who only used technoloies that fit the more entertaining or social part of their lives. These students would still have to adapt to the technologies used in the classroom. It sound like the natives you describe as those who are so immersed in technology that they do not differentiate convenient, entertaining, social technologies from others.
I would say that your assessment of natives is spot on, I think however that there are levels of immigrants in regards to technology today. What you described is probably accurate of the high school aged students today. I think that a parallel could be made to international immigration. For someone immigrating to the United States from England, Australia, or another English speaking country are closer to assimilation than would someone from a non-English speaking country such as China or Russia. The first group is closer in culture and language to the Nation they are immigrating too, thus making it easier for them to adapt. The second group has to overcome a language barriar, and then a cultural barriar to assimilate. I woul liken this group to the baby boomers who had no real familiarization with the concepts of modern technology. They can and do adapt to the technology, but it is a much larger bridge to cross than dosome of the younger generations that have not fully embraced all elements of the technologies we use today.
Salut Matt!
Tu parles le francais? Moi, en petit peu. Il te faut pas fair les betisses sur moi parce que il y a longtemps. J’ai habitais en Suisse il y a 20 ans. J’ai enseignez l’Anglais dans une Ecole Inlingua.
Now, I teach technology integration at the masters level instead. It’s a blessed and fun life we live!
How do you integrate technology into French instruction? Do you find programs such as iTunes U and Google translate to be helpful?
Looking forward to your thoughts (en Anglais, s’il te plait!)
Madame Courduff
Dr. Courduff,
Quelle surprise! I love French! How interesting to have taught in Switzerland. I find it interesting to learn about the tools my students use for my classes. None of them are natives, so I want them to be comfortable using tools like Google Translate and the like. I also show them how these tools can lead them astray. These tools are notoriously bad at identifying and using direct and indirect object pronouns, for instance. It comes out like pigeon English/French. Tools are good for what they are good for. Your brain must make it all work.
I use Youtube and Quizlet with my classes. I have also used Nearpod. We also use an online text which brings to bear audio, video and text realia. Gutenberg.org also allows my students to access great French literature for free.
My favorite thing to do is have my students generate their own learning objects. They create videos, comics, stories and audio recordings which they love to show to their classmates. This kind of project also works very well as an assessment. I find that it tells me far more about the student’s ability and understanding of French than any test ever could. They love to show off their latest creative inspiration on Edmodo.
I’m always looking for a new tool for my students to try out. Let me know what you have discovered. I could be asking my students to use it next week! LOL
It is great to meet you. You have a very informative site. I agree with you, in addition to a digital divide that still exists in some areas, there is a cultural divide. I think, unlike yourself, there are also many teachers who fall into the immigrant category where tech integration is concerned, or at least from what I have observed where I work. Most students that I work at the high school level seem to fall more into the native category and totally embrace all aspects of tech integration, including its use for productivity and do respect the global culture that now exists.
Ozolnieks 
Congratulations! I give you the prize for most creative words for technology! 🙂 I enjoyed your symbolism of immigrants and natives. I do understand that K-8 students are natives; however, I might add 9-12 in with those as well and say the immigrants were college age. This would be something very interesting to investigate – especially in terms of where in the country you are considering. In California, I think I would see the 9-12 grade kids in the native group. However, students in more rural areas might not be. It may really depend upon where they grow up. What do you think?
I was captivated by your “viewer” during the video. VideoPress? Is that similar to YouTube? I am going to google it when I am done.
Thanks for your post!
Pam
You bring up some great points. The difference in perspective likely means that we need to be ready to differentiate our expectations. In the same way that Web 2.0 tools are really a “Wild West” environment, so, too, is the way our students approach technology in education. The lines, here, are vague. The beauty of this perspective is that, in time, they will all be natives!
I used Jing to shoot my video. This is the “viewer” that Jing uses to save videos.
Thanks for the input!
Matt
I will have to try Jing! Thanks so much!
I think you have a unique take on the use of technology in education from the perspective of our students. I would think from your explanation that there are levels of immigrants to technology. By your description it sounds like you view the immigrants to technology as those who only used technoloies that fit the more entertaining or social part of their lives. These students would still have to adapt to the technologies used in the classroom. It sound like the natives you describe as those who are so immersed in technology that they do not differentiate convenient, entertaining, social technologies from others.
I would say that your assessment of natives is spot on, I think however that there are levels of immigrants in regards to technology today. What you described is probably accurate of the high school aged students today. I think that a parallel could be made to international immigration. For someone immigrating to the United States from England, Australia, or another English speaking country are closer to assimilation than would someone from a non-English speaking country such as China or Russia. The first group is closer in culture and language to the Nation they are immigrating too, thus making it easier for them to adapt. The second group has to overcome a language barriar, and then a cultural barriar to assimilate. I woul liken this group to the baby boomers who had no real familiarization with the concepts of modern technology. They can and do adapt to the technology, but it is a much larger bridge to cross than dosome of the younger generations that have not fully embraced all elements of the technologies we use today.
Salut Matt!
Tu parles le francais? Moi, en petit peu. Il te faut pas fair les betisses sur moi parce que il y a longtemps. J’ai habitais en Suisse il y a 20 ans. J’ai enseignez l’Anglais dans une Ecole Inlingua.
Now, I teach technology integration at the masters level instead. It’s a blessed and fun life we live!
How do you integrate technology into French instruction? Do you find programs such as iTunes U and Google translate to be helpful?
Looking forward to your thoughts (en Anglais, s’il te plait!)
Madame Courduff
Dr. Courduff,
Quelle surprise! I love French! How interesting to have taught in Switzerland. I find it interesting to learn about the tools my students use for my classes. None of them are natives, so I want them to be comfortable using tools like Google Translate and the like. I also show them how these tools can lead them astray. These tools are notoriously bad at identifying and using direct and indirect object pronouns, for instance. It comes out like pigeon English/French. Tools are good for what they are good for. Your brain must make it all work.
I use Youtube and Quizlet with my classes. I have also used Nearpod. We also use an online text which brings to bear audio, video and text realia. Gutenberg.org also allows my students to access great French literature for free.
My favorite thing to do is have my students generate their own learning objects. They create videos, comics, stories and audio recordings which they love to show to their classmates. This kind of project also works very well as an assessment. I find that it tells me far more about the student’s ability and understanding of French than any test ever could. They love to show off their latest creative inspiration on Edmodo.
I’m always looking for a new tool for my students to try out. Let me know what you have discovered. I could be asking my students to use it next week! LOL
Matt
Hello Matthew,
It is great to meet you. You have a very informative site. I agree with you, in addition to a digital divide that still exists in some areas, there is a cultural divide. I think, unlike yourself, there are also many teachers who fall into the immigrant category where tech integration is concerned, or at least from what I have observed where I work. Most students that I work at the high school level seem to fall more into the native category and totally embrace all aspects of tech integration, including its use for productivity and do respect the global culture that now exists.
I look forward to working with you,
Mary Norris