Q1: Based just on the label "Digital Immigrant", what skills would you imagine such a person having with electronics?

The Digital Immigrant (DI) is a middle-aged or older individual, educated (12+) or not educated (>12), with basic computer skills, i.e., knowledge of accessing the Internet for general information and securing an e-mail account.  Note:  There are two groups of DIs from my perspective:  the non-academic individuals with minimal skills I just described and the academic individuals who, while immigrants, possess a significant understanding of electronics such as returning students or displaced workers who have acquired "electronic" skills to reenter the work force.  In addition to intellectual groupings, there is the affective grouping to consider as well.  Digital immigrants embrace the world of electronics or find themselves frustrated and/or overwhelmed.   

Q2: Based solely on the label "Digital Native", what skills would you imagine such a person having with electronics?

The digital native is someone born into the age of communications and technology.  These individuals have been exposed to electronics since birth.  They are comfortable with all technology and are adept at all or most electronics. 

Q3: Describe how the formal education of a "Digital Immigrant" might differ from a "Digital Native."

I am a digital immigrant.  From my personal experience, digitally immigrating as a graduate student has been somewhat difficult to very difficult depending on the subject matter and requirements for a particular course.  While I am surrounded by schoolmates who are electronically acclimated, I have found myself inadequate to participate in many discussions.  I have always felt my written and oral presentations to be quite inferior to those of my teammates.  Of course, the learning experiencing has been exceptional because there is so many natives willing to share their knowledge. 

Q4: Describe how you think a 19-year-old college Freshman would prefer to receive their course materials.

On-line with visuals supported by text.

Q5: Describe how you think a 19-year-old college Freshman would prefer to collaborate on a group project in a course versus a 60-year-old retiree.

The primary difference, in my opinion is the way in which DIs and DNs communicate and create.  For the DI, scheduled face-to-face interaction throughout the project is extremely important supplemented by e-mail collaboration.  The DN does not place great value on F2F and would prefer sharing knowledge and ideas electronically with occassional get-to-gethers to formalize/finalize projects.

Q6: Describe how you think a college professor would prefer to generate and present lessons to 19-year-old college freshmen.

An electronic format with occassional group F2F meetings.

Q7: Can you give an example of when a technology boundary negatively affected your success on a project for work or school?

My first year as a graduate student presented many electronic obstacles for me.  WebCT was extremely intimidating for me and not knowing anyone yet, my attempts to develop a relationship with WebCT left me anxious and frustrated as I struggled to complete required assignments in a professional and timely manner.

Q8: Can you give an example of when you perceived age was a boundary in the success of a project at work or school?

I have never perceived age as a boundary academically or professionally.  I believe technology is timeless--attitude is as important as apptitude.

Q9: What is your age?

45-54

Q10: What is your highest educational degree?

BA

Q11: Please suggest topics and/or opinions in any area you feel is relevant to the topics presented in this questionnaire.

Adolescent use of electronics as a means to socialization and acceptance.