Wang et al. (2013) states that “digital natives are the new generation of young people born into the digital age, while digital immigrants are those who learnt to use computers at some stage during their adult life” (pp.5). Even though digital immigrants and digital natives are from different generations, they are now all living in the same electronic age, an age in which electronics and computers have become almost seamlessly integrated into every part of society. And this includes institutions of learning.
Many modern tools, that digital natives frequently use, were invented by the digital immigrants. One such example is the computer. The computer was invented many decades ago, by men who had grown up using paper and pencil to perform complex calculations. But their curiosity, and desire to explore the possibilities that could be found by using machines, led them to make many discoveries. These early pioneers would be influential, and their innovations would lead others to make their own discoveries.
Digital immigrants have been learning and adapting to the new technologies and many of them become high-tech personnel now. “There is a continuum rather than a rigid dichotomy between digital natives and digital immigrants, and this continuum is best conceptualized as digital fluency (Wang et al, 2013, para.1)”. For instance, even though I was born in the generation before the internet became widely used, and prefer to read printed books rather than e-books, I have been learning to use technology for the purposes of teaching. I became a member of the technology committee at the high school where I teach, and have been providing digital support to our stakeholders.
Many devices we use were invented by the digital immigrants, such as computers, the new educational applications created by digital natives like Gimkit. It shows a strong connection between digital immigrants and digital natives, instead of the major differences and rigid gap.
The technological background does not affect the ability to educate. This is because the essence of education is more than just teaching the subject content itself. As Christensen (2017) mentions in the video that students come to school because they want to feel successful, and the also want to feel a sense of connection with their peers. In order to meet their needs, teachers with or without a technology background, help students make progress with accomplishments, and show them that in the process, they can still have fun with their friends through learning. Regardless of the digital fluency, teachers work diligently, spend time preparing lessons, and use a communication style that will get students’ attention.
The book of 2 Timothy demonstrates Paul’s role as a teacher. Not only did he teach Timothy the scriptures, but also he shared his own experience and life advice, and cared about Timothy’s emotion and faith. The 21st century teachers wear various hats just like Paul, for example, the mentor, role model, emotional supporter. Paul told Timothy “the Lord’s servant must not be quarrelsome but must be kind to everyone, able to teach, not resentful (2 Timothy, 2:24)”. This resonates the core value, empathy, of the nowadays’ Social Emotional Learning. Besides teaching the content, 21st century teachers also have been trying to carefully foster students’ social emotional well-being.
Paul’s way of teaching reflected his core values. That no matter what method one uses to teach and communicate, one must always ensure that the core message is true, and that the information one imparts to students be presented in a way that is accurate and precise. In addition, Paul’s teaching method also demonstrated that no matter what method you use to teach and communicate, always ensure the core message is unchanged, care the listeners are able to understand the basic truth, and avoid anything that distracts from learning. His encouraging words, and leading by example, provided a framework that everyone should seek to emulate if they wish to be a good teacher and make an impact in the lives of those around them. The digital fluency unnecessarily affects the ability to educate.
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