« Prensky 2001a » : différence entre les versions
| (3 versions intermédiaires par le même utilisateur non affichées) | |||
| Ligne 28 : | Ligne 28 : | ||
<!-- Si l'article est disponible sur Internet, mettre l'URL --> | <!-- Si l'article est disponible sur Internet, mettre l'URL --> | ||
* '''Copie locale''' : [[Fichier:Prensky_2001a]] | * '''Copie locale''' : [[Fichier:Prensky_2001a.pdf]] | ||
<!-- Idéalement, stocker une copie locale du fichier dans le wiki (en respectant les conventions de nommage du fichier) et faire ici le lien --> | <!-- Idéalement, stocker une copie locale du fichier dans le wiki (en respectant les conventions de nommage du fichier) et faire ici le lien --> | ||
| Ligne 35 : | Ligne 35 : | ||
<br> | <br> | ||
== 3. Mots-clés == | == 3. Mots-clés == | ||
| Ligne 51 : | Ligne 52 : | ||
<!-- Entrer ici un résumé personnel de l'article (facultatif) --> | <!-- Entrer ici un résumé personnel de l'article (facultatif) --> | ||
Sur base d'extraits du texte original (EU) : | |||
"...in all the (...) debate (...) about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. Today‟s students have '''not just changed incrementally''' from those of the past... A really '''big discontinuity''' has taken place. This so-called “singularity” is the '''arrival and rapid dissemination of digital technology''' in the last decades of the 20th century. | |||
...the most useful designation I have found for them is '''Digital Natives'''. Our students today are all “native speakers” of the digital language of computers, video games and the Internet. | |||
Those of us who were not born into the digital world (...) are, and always will be compared to them, '''Digital Immigrants'''. | |||
As Digital Immigrants learn – like all immigrants, some better than others – to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past. | |||
... '''the single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language'''. | |||
Digital Natives are used to receiving information really fast. They like to parallel process and multi-task. They prefer their graphics before their text rather than the opposite. They prefer random access (like hypertext). They function best when networked. They thrive on instant gratification and frequent rewards. They prefer games to “serious” work. | |||
But .... These skills are almost totally foreign to the Immigrants, who themselves learned – and so choose to teach – slowly, step-by-step, one thing at a time, individually, and above all, seriously. | |||
Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is no longer valid. And, more and more, [digital natives] won‟t take it. | |||
it is highly unlikely the Digital Natives will go backwards. In the first place, it may be impossible – their brains may already be different. ... So unless we want to just forget about educating Digital Natives until they grow up and do it themselves, we had better confront this issue. And in so doing we need to reconsider both our methodology and our content." | |||
(à partir de là P. fait essentiellement l'apologie du [[jeu sérieux]] comme méthode de formation clé pour les natifs.) | |||
<br> | |||
== 6. Voir aussi == | |||
* [[Prensky_2001b]] | |||
Dernière version du 6 juin 2012 à 16:12
Digital Natives, Digital Immigrants
1. Références
- Référence complète APA : Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon 9, 5.
- Auteur(s) : Marc Prensky
- Revue : On the Horizon
2. Copies
- Copie en ligne : http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
- Copie locale : Fichier:Prensky 2001a.pdf
- Copie physique : oui
3. Mots-clés
4. Abstract
/
5. Résumé (facultatif)
Sur base d'extraits du texte original (EU) :
"...in all the (...) debate (...) about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. Today‟s students have not just changed incrementally from those of the past... A really big discontinuity has taken place. This so-called “singularity” is the arrival and rapid dissemination of digital technology in the last decades of the 20th century.
...the most useful designation I have found for them is Digital Natives. Our students today are all “native speakers” of the digital language of computers, video games and the Internet.
Those of us who were not born into the digital world (...) are, and always will be compared to them, Digital Immigrants.
As Digital Immigrants learn – like all immigrants, some better than others – to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past.
... the single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language.
Digital Natives are used to receiving information really fast. They like to parallel process and multi-task. They prefer their graphics before their text rather than the opposite. They prefer random access (like hypertext). They function best when networked. They thrive on instant gratification and frequent rewards. They prefer games to “serious” work.
But .... These skills are almost totally foreign to the Immigrants, who themselves learned – and so choose to teach – slowly, step-by-step, one thing at a time, individually, and above all, seriously.
Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is no longer valid. And, more and more, [digital natives] won‟t take it.
it is highly unlikely the Digital Natives will go backwards. In the first place, it may be impossible – their brains may already be different. ... So unless we want to just forget about educating Digital Natives until they grow up and do it themselves, we had better confront this issue. And in so doing we need to reconsider both our methodology and our content."
(à partir de là P. fait essentiellement l'apologie du jeu sérieux comme méthode de formation clé pour les natifs.)