Digital Migrants Summary

In Marc Prensky’s “Digital Natives, Digital Migrants, Part II: Do They Really Think Differently?”, he discusses the implications of living in a more modern or, as the author says, a “digital” world. Prensky claims that today’s students respond to a different learning process as compared with the prior generations of students. He suggests that teachers invent educational, yet fun, games in the place of old teaching methods to make the learning process more efficient and entertaining. However, this type educational practice is very unlikely to be implemented and adapted due to its overall absurdity. Since today’s generation grew up being surrounded by advanced technology, they have been accustomed to a much more convenient life unlike the prior generations of students. According to Prensky, teachers need to be “Digital Immigrants” in order
V. (2006). Digital game-based learning: It 's not just the digital natives who are restless. EDUCAUSE Review, 41(2), 1-16. Retrieved from http://edergbl.pbworks.com/w/file/fetch/47991237/digital%20game%20based%20learning%202006.pdf
Appendix 1
“A majority of people believe that games are engaging, that they can be effective, and that they have a place in learning.”
“If we continue to preach only that games can be effective, we run the risk of creating the impression that all games are good for all learners and for all learning outcomes, which is categorically not the case.”
Eck (2006) p. 2 “Professional game development takes one to two years and involves teams of programmers and artists.” “It is certainly possible for modern game design to cross multiple disciplines (art, English, mathematics, psychology), but not all teachers have the skill sets needed for game design, not all teach in areas that allow for good content, not all can devote the time needed to implement this type of DGBL, and many teach within the traditional institutional structure, which does not easily allow for interdisciplinarity.”
Eck (2006) p.