The computer ate my homework. How faculty can ensure that digital natives are well-versed in fundamental technical skills.
The Digital Dog Ate My Homework: Building a Foundation for Effective Digital Learners
Mini-Abstract: The computer ate my homework. How faculty can ensure that digital natives are well-versed in fundamental technical skills.
Keywords: digital natives; basic computer skills; pedagogy; 21st century learning, digital arts; visual arts; millennials, teaching strategies
Extended Abstract
"The computer ate my homework" is the modern take on the old saw "the dog ate my homework." Digital natives who are, surprisingly, unversed in the knowledge of basic computer skills oftentimes use this very excuse. This excuse remains a constant challenge for faculty, students, and higher education institutions in the modern learning environment.
The Problem
Since the day they were born, digital natives have had electronic devices at their fingertips (Prensky, 2001). Yet digital natives may lack some very basic computer skills that prevent their success as 21st century learners in both online and other technology-mediated learning modalities. This dilemma is especially problematic for the millennial generation who are enrolled in Digital Media programs and other technology-based disciplines.
Counter-intuitively, modern technology has contributed to the general lack of basic computer skills given that the latest devices and software are so much easier to use than in years past. Preconceived notions of faculty about learner knowledge add another layer to the problem (Davis, 2015). Anecdotal evidence and practical experience suggests that ease-of-use has been a barrier to knowledge acquisition of basic computer concepts; these concepts are the basic tools that are needed for success in Digital Arts and Interactive Media programs, particularly those courses taught online (C. Unger, personal communication, October 2013; K. M. Stanley, personal communication, November 2013).
Context
The Digital Arts and Media program at a west central Florida community college is a combination of visual arts and technology disciplines. The program includes five different sub-plans and certificates. While many students are able to "test out" of an introductory computer course, learners are still unprepared to tackle the basic knowledge required for these programs. File retrieval, browsing to a website address, or describing the difference between "the cloud" and weather clouds, are just three examples of missing knowledge.
At a similar program at a 100% online for-profit college based in Pittsburgh, digital learning natives were unprepared to tackle the digital world without some structured foundation before pursuing their academic discipline. A course at the Art Institute of Pittsburgh-Online Division addressed these needs several years ago with a foundational course in online learning and a second course in the fundamentals of media communication.
For St. Petersburg College, this is a more recent phenomenon. A new course was added to the curriculum to address the problem. The session will deal with some of the components of these courses and pedagogical strategies that remediate weaknesses and make a smooth transition for further learning in technology-based visual arts programs.
Goal
The goal of the session is to help faculty avoid hearing from their learners that the "digital dog ate my homework." The session will focus on specific pedagogical strategies and techniques. Session participants will engage in hands-on activities and take away new instructional approaches for ensuring that learners acquire the basic computer knowledge. It is recommended that participants bring their own devices (BYOD) to the session.
References
Davis, J. E. (2015, August 20). Defining Digital Media Across Disciplines - DML Central. Retrieved November 29, 2015.
Prensky, M. (2001) "Digital Natives, Digital Immigrants Part 1", On the Horizon, Vol. 9, 5. pp. 1 - 6.