When Wisdom is the Goal
“Digital wisdom is a twofold concept, referring both to wisdom arising from the use of digital technology to access cognitive power beyond our innate capacity and to wisdom in the prudent use of technology to enhance our capabilities.” (Prensky, 2009)
This quote from Prensky is powerful and deserves an entire blog post.
I found this concept so intriguing because it seems to remove the digital native vs. digital immigrant divide (Prensky, 2001b). Yes, I am a digital immigrant in many respects, but I am a digital native when compared to my parents. My daughter certainly seems to be a digital native when compared to me, but then compared to her younger cousins, she is an immigrant. I definitely acknowledge the two and completely agree that an instructor needs to consider this transactional distance and work to mitigate it (Moore, 2018). There are clear implications for teachers to ask students what technologies are useful. In fact, in my doctoral cohort, there was a 25 min discussion on what app should/could be used to create a mind map in the easiest way possible. The teacher sat back and let everyone talk and we all learned a lot.
And yet, here is exactly when the wisdom came in. We knew we wanted a mind map. We had a purpose and were looking for a tool. Not the other way around. So like in our current class, we are being asked to make a Wiki. I wonder what would happen if the professor would say, ok so you need to create a space where you can share information, interact with others, have multiple contributors, show your personalities, engage your learners in meaningful information, AND everyone needs to be able to have secure access -- what would you use? In that case, it doesn’t matter who is a DI or a DN, the goal is a tool to meet your needs (Prensky, 2001a).. Some might suggest a Google Site, some might suggest a wiki, some might suggest something different. As an instructor, this is very hard to plan for. What if they suggest something you don’t know how to use? What if everyone wants to do something different? What if students have no ideas? The goal is to learn about the theories and we don’t want people hung up on the technology. As an instructor, there are so many issues that could go wrong -- especially in a technology class!
I have lived this and it is not easy. Teaching a technology class is very difficult because almost as fast as you have something planned, the technology changes! Someone will think what you are doing is “old school”.
So again, like in our current class, our instruction is asking us to be wise in our learning and apply. We have the entire world of information at our fingertips, yet the judgment is ours (Prensky, 2009). The words that we use are ours and we need the wisdom to synthesize for us. This is the best use of technology!
Prensky, M. (2001a). Digital natives, digital immigrants Part 1. On the Horizon 9(5), 1–6. https://doi-org.er.lib.k-state.edu/10.1108/10748120110424816
Prensky, M. (2001b). Digital natives, digital immigrants Part 2: do they really think differently? On the Horizon 9(6), 1–6. https://doi-org.er.lib.k-state.edu/10.1108/10748120110424843
Prensky, Marc (2009) "H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom," Innovate: Journal of Online Education: Vol. 5 : Iss. 3 , Article 1. Available at: https://nsuworks.nova.edu/innovate/vol5/iss3/1
Moore, G. M. (2018). The theory of transactional distance. In M. Moore & W. Diehl (Eds.), Handbook of distance education (4th ed., pp. 32-46). New York, NY: Routledge. https://www.routledgehandbooks.com/doi/10.4324/9781315296135-4
I appreciate the way you are looking at digital native versus immigrant. I am also a digital immigrant by the traditional definition. Within this class, I have some of the least amount of experience or knowledge of technology. However, my parents are much further behind and within my peers there is also a wide variance. I have two daughters, ten years apart, and I can see a difference between my own children with technology.
ReplyDeleteDigital wisdom is ultimately the goal. I loved hearing about your doctoral cohort. That sounds so interesting. It is true that in technology people often start with the tool and then look for how to use it for the best purpose. This may be because most people don’t have the ability to develop a tool to fit their desired purpose. Are you looking for a tool that exists but you aren’t aware of, or are you looking to create one?
I can’t imagine trying to teach a technology class with the different levels of comfort and ability, and the speed with which technology changes. I must admit though, your idea gives me anxiety. If I were presented with that scenario, I would feel even more incompetent because I lack the familiarity with the platforms available to suggest which to use or be able to contribute to that conversation. That would be a tough way to start a group project. For me, it was challenging enough learning new designated technology (wikis and blogs) this year. I enjoy learning from everyone with more experience than I have, but it also may be worth having different classes for differing levels of technology competence.
Hello! I replied earlier today but it did not post for some reason. Two parts I want to address:
Delete1. I really never think about creating a tool. Back when I was more of a programmer I did, but that is not my jam. I am looking for things to make life better and assume others have created/found it. My creativity is around working with groups and improving teaching and learning. That is where I am more original in my thinking -- and then use tools to help meet those purposes.
2. I completely agree that it can be a risk and anxiety inducing to teach the way I indicated. For me it happened first because I had no choice. I was teaching a technology class I was not prepared to teach -- I was a programmer, the class was not programming, students were advanced, and the teacher who was very knowledgeable had left. I knew that I would look foolish trying to act/pretend I knew what I was doing, so I concentrated on the curriculum and asked the students about the tech that fit. It was a crazy year, but it convinced me that there is gold in letting the digital natives drive the learning.
The concept of digital immigrant vs digital native were also very intriguing to me. I consider myself to be somewhat of a digital chameleon, or one who can adapt to nearly any technology. That doesn't mean that I am perfect and always know what I am doing, it just means that I can typically figure it out by reading an online forum, watching a video, or asking someone else for help. I enjoy the challenge of a new technology, but I also know this can be a major pain point for others who may not enjoy it as much as me.
ReplyDeleteThe students I teach range from 18-40+, and even those on the younger end of the spectrum don't always appreciate or want me to integrate new technology. I typically choose something that is free and that emulates the software they will encounter within their profession (I teach at a technical college), which seems to be helpful.
With that being said, I myself love to watch TikTok videos for entertainment. I don't post, but I see a lot of instructors doing so and have been interested in thinking about how I could use TikTok in my own lessons. The Edwards (2021) article I will link below gave several examples of how I could ask my students to use it, including creating group projects. I am almost wondering if I could do a mixture of funny, entertaining videos in conjunction with curriculum related videos just to build a connection between myself and the students. I am rambling a bit with this post, but you really got me thinking in a very good way!
Reference
Edwards, L. (2021, July 1). How can TikTok be used in the classroom? Tech Learning. Retrieved from https://www.techlearning.com/how-to/how-can-tiktok-be-used-in-the-classroom
Technology chameleon. I like it. I think you have hit on the immigrant vs. native conversation in a powerful way. I just don't see it driven by age in my experience. It is often much more about experience. Thank you for giving me something to think more about!
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