During my 2 years in the MET program, two papers (which we were asked to read in certain courses), had the biggest impact on me. The first is “Reading Beyond Bias: Using Historical Documents in the Secondary Classroom” by Ruth Sandwell. This paper made me really look at examining the truth behind information and how it is so important for students and teachers to always question the truth. The second paper is called “Digital Natives” by Prensky. This work opened my eyes to the concept that “digital natives” are those who have grown up with computers and especially the internet and the “digital immigrants” (like myself) are those who need to be immersed in the language of technology, just like immersing ourselves in a new language.
Prensky’s paper then got me thinking about young “digital native” Shuswap students. Will their competency and natural fluency in technology benefit them when they rediscover their heritage and Shuswap language in recorded podcasts of their elders? In my last weblog post, I was questioning whether the cultural identity of the young Shuswap students would be threatened if they weren’t in direct contact with the elder who was speaking on the podcast. I’m thinking that the “digital native” generation will be able to cope with these types of situations much better than their parents would. The “digital natives” are used to being on the internet and they know how to access and utilize information much quicker than the “digital immigrants” (which includes many of their parents). Perhaps being so at ease with technology, they will be able find and benefit from language recordings that one never thought would be available to them. I’m also wondering whether they would also be more prepared to deal with the “cultural identity” issues that may be lacking in the podcasts. Perhaps we are underestimating this “digital native” generation. They may seek the help of their passed-on family members for language acquisition but then may become very creative in seeking out individuals who are still alive and well and who will be the “hands-on, transmitters of the culture”.
I’m thinking that if the language can be saved in recorded podcasts, whose to say that the rest of the cultural heritage can’t be passed on physically from person to person? It will all depend on the individual students and how they make the conscious effort to retain their heritage and not only depend on technology for the information they need create the face-2-face contact with those who are important in their lives in preserving cultural identity. The challenge will be to find an equal balance between the virtual and authentic learning.
References
Prensky, M. (2001). Digital Natives Digital Immigrants: On the Horizon. NCB University Press, Vol. 9
No. 5.
Sandwell, R. (2003). Reading Beyond Bias: Using Historical Documents in the Secondary
Classroom. Revue de Sciences de l’Éducation de McGill. Vol. 38, No 1.