WEEK 8 red. Article Abstracts and References

Article 1.
Zevenbergen, R (2007) “ Digital Natives come to Preschool: implications for early childhood practise” Contemporary Issues in Early Childhood, 8 (1) http://www.wwwords.co.uk/pdf/validate.asp?j=ciec&vol=8&issue=1&year=2007&article=3_Zevenbergen_CIEC_8_1_web [accessed 17/03/09] (this wont link as you have to enter a passcode)
Abstract: Zevenberg discusses early childhood learning (focusing on pre-school children) and uses sociologist Pierre Bordieu’s theories of learning as a basis for how the teaching of youngsters should change to incorporate technology. The article suggests that even pre-schoolers have the qualities of digital natives and suggests that even childhood play should involve digital technologies to prepare them for education involving these.


Article 2.
Prensky, M (2001) “Digital Natives, Digital Immigrants. Do they reall think differently?” On The Horizon. 9 (6) http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf [accessed 17/03/09]
Abstract: Furthers Prensky’s initial ideas from part one of this article that digital natives brains work fundamentally differently to those of digital immigrants. This is used to suggest that digital games are a suitable learning tool for digital immigrants and that these should be used in new education. The article cites scientific research that the brain has a ‘plasticity’ that allows it’s structure to change throughout life, not just in the early stages. The main implications discussed are that education must change to fit the ways young people’s minds now work if it is to be successful.


Article 3.
2/ Van Eck, R (2006) “Digital Game Based Learning: It’s not just the Digital Natives who are restless”. Educause. 41 (2) http://www.seriousgamesystems.com/Digital%20Game-Based%20Learning%20Its%20Not%20Just%20the%20Digital%20Natives%20Who%20Are%20Restless.pdf [accessed 17/03/09]
Abstract: This article looks at the recently increasing popularity of DGBL (Digital Game Based Learning) and considers the difference between entertainment and education in games, and the balance between the two needed for DGBL. It also addresses some of the logistical problems of creating games which serve to educate but retain aspects of entertainment. Previous scepticism of DGBL is challenged and the criteria games must fill to be suitable for learning are discussed, such as fitting the curriculum and design of the games,


Article 4.
Kennedy et al (2008) “First year student’s experiences with technology: are they really digital natives?” Australasian Journal of Educational Technology, 24 (1). http://www.ascilite.org.au/ajet/ajet24/kennedy.html [accessed 17/03/09]

Abstract: This article is based on a 2006 study of university students. It first questions wether students are natives for all technologies or just certain more common ones, and moves on to looking at student’s preferences for using technology in their studies. It analyses result in light of a review of Prensky’s work about the implications of Digital nativism within technology. Findings and implications of the study suggest that there is a huge variance of students wanting/not wanting to use technologies within their studies depending on what technology is in question.