The Digital World Described by Wesley Flair
200 1, Mark Prensky put forward "digital aborigines" and "digital immigrants" for the first time in "Digital aborigines, digital immigrants", calling young people who use technology naturally "digital aborigines" and classifying most adults and university and middle school teachers as "immigrants" in the digital map. From June, 5438 to October, 2006 10, Wesley Fryer further put forward the concepts of digital refugees, digital bridges, digital snoopers and unidentified people in his article Digital Refugees and Bridges, and described the digital landscape. [2]
Digital refugees refer to those groups who are far away from digital culture for economic, social and cultural reasons. Digital Bridge is neither a real digital aborigine nor a complete digital immigrants, which has the characteristics of both aborigines and immigrants. Therefore, digital bridge can communicate with these two kinds of people relatively effectively. Indefinite people haven't decided which group they are suitable for, or which group they want to be suitable for. They may be immigrants or refugees, but they have not taken enough actions to show their identity or identity preference. Although digital snoopers understand the digital world, they are still very elementary, not even at the entry level. Hu Yong, a senior media person in China, studied the characteristics of "digital aborigines" and "digital immigrants". He pointed out that "digital aborigines" were born and grew up with technology. They use computers as naturally as breathing, and they absorb information and make decisions surprisingly quickly. The characteristics of new media, such as hypertext, instant response and multi-interaction, have greatly changed the information input and output of this generation, and they have the ability to accept and handle multiple information streams at the same time. They "eat, digest and excrete information for a living". "digital immigrants" mainly refers to adults over the age of 30 who have to go through a completely different and difficult learning process about science and technology. They seem to be newcomers in the real world, and they must find ways to adapt to the new digital environment. [3] "Father of Digital Economy" and "Master of Trends" Tang? In his new book Digital Growth 3.0, Tapscott summed up the unique "genes" of this generation by observing his two children and countless individuals of the Internet generation, from which we can get a glimpse of the whole Internet generation. [4]
What kind of digital landscape are you?
Compared with the digital landscape described by Wesley Flair, everyone can find his current position, that is, the current digital role-digital immigrants? Digital aborigines? Digital refugees? Digital bridge? An unidentified person? Then, seriously think about what kind of digital role you will become ―― from an unidentified person or a digital refugee to digital immigrants, or from digital immigrants to a digital bridge? Change and unchanged, there is always a role for you.
In the article "Analysis of Four-in-One Mode of Teenagers' Information Technology Education", the author points out that as teachers and parents in digital immigrants, how to educate and train teenagers to become "digital aborigines" is facing great challenges. Through case analysis, this paper reveals that under the framework of "four-in-one" information technology education, it is necessary to strengthen interaction, communication and integration with young children and take the road of mutual learning, mutual teaching, mutual help and mutual promotion. [5]
Typical digital home and its characteristics
The digital landscape of a typical digital home will be described below. Hardware at home * * * includes: 6 computers (4 desktops and 2 laptops, of which 2 desktops were given to relatives in rural areas), and all computers can surf the Internet at the same time when turned on; 1 3G network card, which is convenient for laptops to surf the Internet; 1 scanning, copying and printing machines; 1 320G mobile hard disk; 2 MP4； 1 ebook; 1 digital camera capable of recording video; 4 mobile phones, 2 of which can surf the Internet at any time, 1 with 126 personal mail; 1 fixed telephone with ADSL broadband; 2 digital TVs; 1 DVD .................................................................................................. In terms of software, in addition to the commonly used computer system software and application programs, everyone has at least 1 blog, 1 email,/kloc-0 My father focuses on digital learning, online teaching (blog guidance), online writing, online office, teacher-student communication and expanding personal social network, while my mother focuses on solving problems at work, online communication and digital entertainment. Children focus on solving problems in study, online communication and digital entertainment.
Figure 2 depicts the unique digital landscape of digital home. Among them, the daughter is a junior high school student aged 15 and a digital aborigine; Mother is a medical worker, digital immigrants; My father is a university professor, an information technology teacher and a digital bridge. Uncle, aunt, aunt, uncle, etc. Is a person with uncertain digital identity; Grandparents are retired township cadres, primary school teachers and digital refugees. My father took on a very heavy responsibility in family education.
The important role of "digital bridge". First, understand children's growing demand for digital applications and create a good digital environment for children (including hardware, software and application demonstrations). Second, cooperate with the school's information technology class to guide children to learn information technology, so that children can use information technology reasonably and effectively for online learning and serve the class (as a monitor for 6 years). Third, by setting an example, help children develop the information technology attitude and values of "relying on but not relying on, loving but not indulging, using for our own use, seeking advantages and avoiding disadvantages", and promote children's all-round and harmonious development in moral, intellectual and physical aspects. Fourth, help family members with different digital identities communicate effectively, especially between children who are digital aborigines and other family members, bridge the digital generation gap as much as possible, and create a healthy and harmonious family digital culture. Fifth, help other family members improve their information literacy and digital identity. For example, help mothers change from initial uncertainty (semi-computer blindness) to digital immigrants, and further become a digital bridge in the next 2-3 years. In a word, father's digital bridge has played an irreplaceable and indispensable role in this digital family.
At present, there is no clear and accepted definition of digital home. People often describe it from two aspects: hardware and software, but rarely from the combination of hardware, software and digital applications, let alone from the new perspective of digital landscape, family education and human development. From the perspective of family education and human development, digital family has the following remarkable characteristics: First, family members have a strong and reasonable demand for digital applications. The second is to have a good digital environment that keeps pace with the times. Third, support family education and children's growth and promote the common development of family members. Fourth, promote effective communication and understanding among family members with different digital identities, bridge the digital generation gap and promote family harmony. Fifth, promote the information literacy and digital identity of family members.
Digital Bridge: Teachers' New Role in Digital Learning Era
Through the above case description of digital family, we have a preliminary understanding of the digital bridge in family education. With the rapid development of information technology and the increasing popularity of information technology education, a large number of digital families, digital classes and digital campuses have emerged. The digital society urgently needs excellent teachers with high information literacy to shoulder the heavy responsibility of digital bridges. Taking the author as an example, starting from teaching 16, the author first spent five years trying to complete the transformation from an uncertain person to digital immigrants, and then successfully completed the transformation from digital immigrants to a digital bridge in five years. As a parent of digital family and a teacher of digital campus, the author has experienced the triple role of digital bridge in family education, school education and social education. Through years of rich experience, the author feels more and more that digital bridge is a new mission and role given to a new generation of parents and teachers in the era of digital learning. It should be the ideal pursuit of every teacher with a sense of responsibility, time and mission. Digital bridge has given new meaning to teachers' professional development.
First of all, digital bridge is an inevitable choice for teachers to meet the challenges of the information age. Teachers must master information technology tools, integrate into the life of 2 1 century, learn to use information platform, and create teaching and learning in 2 1 century. Therefore, we must complete the transformation from digital immigrants to digital bridge, become a new generation of excellent teachers and parents with high information literacy, and shoulder the responsibility of effective communication with digital aborigines, digital immigrants, people with uncertain identities and digital refugees.
Second, digital bridge is the demonstrator and guide of digital learning. Zhong Zhixian pointed out in the article "Learning is the First Need": "The times have opened the cards: the only way to adapt is to learn. Learning is not a luxury but a necessity, the first need and the DNA of innovation and vitality. " [6] The future learning will be mixed learning with digital learning as the main way. Digital learning refers to the process that learners learn in a digital way by using digital learning resources in a digital learning environment. It contains three basic elements: digital learning environment, digital learning resources and digital learning methods. [7] As a digital bridge, teachers should set an example in digital learning and become a demonstrator and guide for students' digital learning.
Third, the digital bridge is a bridge connecting the "four-in-one" education, a bridge integrating the educational strength of schools, families, society and teenagers, and the key to achieving the educational goal of teenagers. The rapid development of information technology and the popularization of information technology education have made it possible for the "four in one" education to move from early ideas to practice [8] and from what should be to what should be, and the key roles are undoubtedly excellent teachers who act as digital bridges and parents with high information literacy.
Fourthly, Digital Bridge is a special team of high-quality teachers and a "special force" in the information education army. Its characteristics are: first, high information literacy. Second, he is good at information teaching, digital learning and knowledge management, and is willing to share knowledge. Thirdly, we should be familiar with the psychological characteristics of their educational objects (digital aborigines, digital immigrants, digital refugees) and be good at online interactive communication. As a digital bridge teacher, it is clear that teenagers who are digital aborigines are a personalized generation, a generation that grew up with computer games and digital entertainment, a generation that socializes online, a generation with strong non-mainstream consciousness and post-modern consciousness, and a generation that needs guidance and autonomy. Digital aborigines who grew up in a digital environment are less and less fond of the learning method of sitting and listening. They hope to have rebuttal and communication, and freely choose the content, time and way of learning.
Digital family is a new thing, which needs to be described in all directions and in depth from different angles. It is a new subject to understand the new connotation of teachers' role in the era of digital learning from the new perspective of digital bridge. Based on the digital landscape described by Wesley Flair, this paper reveals the inevitability and role connotation of teachers as a digital bridge in the digital learning era from four aspects, which will enrich and deepen people's understanding of teachers' role and professional development connotation in the new era. The enlightenment of this paper to teacher education is that the decision-makers and related institutions of teacher education must cultivate the "special forces" of the information education army-digital bridge in a planned and step-by-step manner, so as to significantly enhance the overall combat effectiveness of China's growing information education army.
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