We are all digital immigrants now

Key points:

In the emerging era of generative ai, the boundaries of the digital experience are being redrawn, reshaping the way we interact with technology and redefining what it means to be digitally literate. Generative ai tools, with their ability to create seemingly human-like text, images, and even code, represent a seismic shift in the way information is produced and consumed.

Unlike traditional technologies that rely on human intervention to function, generative ai actively collaborates with users, challenging even the most technologically savvy people to rethink their relationship with digital systems. This evolution has revised, if not totally altered, the playing field, positioning us all as digital immigrants navigating a new, rapidly changing landscape of capabilities and ethical complexities. I've never been a fan of the concept of digital natives, but at this point, it seems that the disruptive nature of generative ai tools will force a review of the concept.

The nature of generative ai demands a recalibration of how we approach digital literacy. While digital natives can fluently navigate social media, streaming platforms or gaming environments, generative ai introduces a new layer of complexity, requiring not only technical skills but also critical thinking, ethical discernment and adaptability. . These tools are no longer passive repositories of information; They are active participants in creation, capable of generating results that blur the line between human and machine intelligence. For everyone, regardless of previous digital experience, this represents an unknown frontier, requiring a mindset of humility and lifelong learning. As there is more pressure to limit access to social media for tweens, many of the positive collaboration and crowdsourcing skills that can be learned through social media will have to be taught, potentially more openly, in others. contexts.

Treating all individuals as digital immigrants in this context will foster a more inclusive environment and shared responsibility to ensure that this emerging environment is a more level and impartial playing field. It recognizes that generative ai tools are transformative but still evolving, and that their implications, ranging from misinformation to automation, require a collective effort to understand and guide their development. By adopting a mindset that embraces curiosity and shared learning, we can build a culture of digital exploration that allows everyone to navigate these tools responsibly and effectively. In doing so, we honor the complexity of the digital age and prepare to face its challenges together. Educators cannot assume that instructional methods that were successful just a few years ago will continue to be effective in a world where generative ai tools are ubiquitous.

Using these new generative tools requires thoughtful strategies to ensure students feel safe and supported. An initial consideration is to ensure that students understand that these generative tools replicate human interactions, but are not sentient (well, at least not yet). Educators need to find technologies and platforms with intuitive and easy-to-use interfaces for their students. They shouldn't be too complicated. Providing students with clear step-by-step instructions, ideally in multiple formats (e.g., written guides, video tutorials, or in-person demonstrations), is essential, and as tools continually change, this is sometimes a difficult task. Asking generative ai tools to help develop directions is a reasonable request for many programs.

Educators must provide hands-on opportunities to practice in a low-pressure environment. Assignments in which the student iteratively uses an ai tool and then reflects on their success with the tool are a great way for students to develop confidence with tools. Use real-life scenarios that are relevant to your needs. Asking students to review assignments or draft an outline with the help of ai is a good starting point. This will help students develop confidence in using these tools and allow them to be more confident transferring their knowledge to new tools as they emerge. Celebrating student progress and small successes is always a positive way to reinforce student learning.

By addressing these areas, you can empower non-digital natives to interact with technology more effectively and safely. Make sure students know when it is appropriate to use these tools and when they need to work without them. Explain the purpose and benefits of these new technologies to foster motivation and engagement.

In our rapidly evolving digital landscape, the concept of “digital native” or “digital immigrant” is becoming increasingly irrelevant. The rise of generative ai has shifted the focus from merely understanding how to use the technology to a critical engagement with its implications and potential. As tools become more collaborative and capable, they demand a new type of literacy: one that combines technical aptitude with ethical reasoning and adaptability.

Adopting a shared perspective that sees us all as learners in this new digital frontier can foster growth for both educators and students. We need thoughtful strategies to support those who are less familiar with technology. Educators must cultivate a culture of curiosity and responsibility among our students. We have the opportunity to navigate this transformative era together. By doing so, we can demystify complex systems and empower people to use them effectively and ethically. In this way, we prepare not only for the challenges of today, but also for the limitless possibilities of a future rich in generative ai.

Dr. Steve Baule is a member of the faculty of Winona State University (WSU)where he teaches in the Department of Leadership Education. Before joining WSU, Baule spent 28 years in K-12 school systems in Illinois, Indiana and Iowa, and two years teaching in the University of Wisconsin system. For 13 years before moving to the university level, Baule served as superintendent of public schools. He has written ten books on a variety of educational and historical topics and has served on the editorial boards of two magazines. Baule earned an advanced diversity and equity certificate while in the University of Washington system. He holds a doctorate in educational technology from Northern Illinois University and a doctorate in educational leadership and policy studies from Loyola University Chicago.

Baule's academic interests focus on online student engagement, educational technology, particularly the impact of 1:1 implementations, social-emotional learning, and the history of education. Baule led several efforts to improve students' emotional health and reduce discipline problems before moving on to higher education. He also writes about aspects of early American history.

Baule has been a member of the American Association of School Administrators, the American Library Association, the American Association of School Librarians, the Association for Supervision and Curriculum Development, the Consortium for School Networking, the International Association of School Librarians, the National Association of Secondary Schools Principals, the National Staff Development Council and many of its state affiliates. He has served as a consultant in the areas of educational technology, facility design, library program development, team building, and communications.

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