Sydney Kern

Technology in the Classroom

June 9th, 2017
Google Scholar- Heather Kindall

Name of Article: The principals influence on the novice teachers professional development in
literacy instruction
Author(s): Tracey Crowe, Angela Elsass
Year of Publication: 2017 (March 10)
URL: http://www.tandfonline.com/doi/abs/10.1080/19415257.2017.1299031

Name of Article: Impact of Adopt-A-Classroom Partnerships Between K-12 and University

Faculty
Author(s): Elizabeth Smith, Heather D Kindall, Vinson Carter, Maggie Beachner
Year of Publication: 2016
URL: http://search.proquest.com/openview/e0a9b53786a452e031952d448a397de8/1?pq-
origsite=gscholar&cbl=28213

Name of Article: The Perceived Literacy Skills of Digital Natives and Digital Immigrants
Author(s): Linda Eilers, Heather Kindall, Tracey Crowe, Angela Elsass
Year of Publication: 2016
URL:http://www.arareading.org/resources/Documents/Eilers,%20et%20al_Digital%20Natives%
20and%20Digital%20Immigrants.pdf

Summary written for The Perceived Literacy Skills of Digital Natives and Digital
Immigrants

In the article, The Perceived Literacy Skills of Digital Natives and Digital
Immigrants, the authors discuss the differences between a digital native and a digital
immigrant. These authors define a digital native as someone who was born after the
technological revolution and digital immigrants as those born before it. This studys purpose
was to identify the differences in digital competency between these two groups. A survey was
created to determine the digital competency of both groups and distributed to 323 total
participants. Of these 323 participants, 111 responded and identified themselves as either a
digital native or a digital immigrant.
The findings of this study showed that digital immigrants had a higher perceived digital
intelligence than that of digital natives. The authors explained the significance of these results
and suggest ways to raise digital natives digital intelligence levels. The dramatic difference in
digital intelligences of natives and immigrants implies that educators are not doing as thorough
of a job teaching technology to digital natives. The authors believe this to be true because of a
false understanding that digital natives have interacted with technology their entire lives and
therefore they do not need to be taught many of the more basic principles. The authors have
acknowledged that the survey used for this research may be less than accurate as the sample size
of digital natives was smaller than that of the sample for digital immigrants. These researches
conclude that educators must abandon their assumptions of digital intelligence and assess
students as they teach them to better fit the needs of upcoming students.