scholarly journals The rise and fall (?) of the digital natives

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Terry Judd
Keyword(s):  
Educational Technology ◽  
Historical Perspective ◽  
Digital Natives ◽  
Net Generation ◽  
Supporting Evidence ◽  
Digital Native ◽  
Adoption And Implementation ◽  
Search Data ◽  
Academic Search ◽  
Contrary Evidence

Building on the earlier net generation and millennials concepts, Prensky popularised the notion of a generation of “digital native” students through his 2001 two-part series “Digital natives, digital immigrants”. Although his ideas about how students perceive and utilise technology resonated with many educators, they lacked supporting evidence. Subsequent investigations, which informed the so-called “digital natives debate”, produced largely contrary evidence and dissenting views. As dissemination and acceptance of this evidence grew, interest in the idea of students as digital natives should have waned. However, a detailed analysis of general and academic search data and of articles published in leading educational technology journals (between 1998 and 2017) suggests that this interest remains strong. Although references to digital natives and the related terms net generation and millennials in educational technology journals has declined somewhat (having peaked in 2011), public and general academic search interest in these terms – and presumably the ideas that underpin them – continues to grow. These trends are discussed from an historical perspective, considering how our acceptance (or rejection) of the digital natives concept has developed, and the potential past, present and future impact of this on technology adoption and implementation practices within our universities.

The mystery of the digital natives' existence: Questioning the validity of the Prenskian metaphor

First Monday ◽  
2018 ◽  
Author(s):  
Pasqualina Sorrentino
Keyword(s):  
Young People ◽  
Empirical Evidence ◽  
Educational System ◽  
Generation Y ◽  
Digital Natives ◽  
Net Generation ◽  
Digital Native ◽  
Policy Makers ◽  
The Past

Net Generation (Tapscott, 2009, 1998; Oblinger and Oblinger, 2005), Generation Y (Zhao and Liu, 2008; Halse and Mallinson, 2009), Millennials (Howe and Strauss, 2000), Homo Zappiens (Veen, 2003) and i-Generation (Rosen, 2010). The labels used to describe the generation of young people and their relation with technology are numerous. Over the past few years, one of the notions, which might have had more echoes among parents, teachers, and policy-makers is those of “digital natives” introduced in 2001 by Mark Prensky. The metaphor has had enduring influence on how the educational system perceives students and technology. Most scholars do not like it, for various reasons. Among other problems, the term implies that technological abilities are innate rather than taught and learned. The aim of this contribution is not to join the existing debate about the existence of digital native but to examine if there is any empirical evidence to support the use of that metaphor in the first place, questioning its usefulness to depict particular generations of young people.

Digital Natives

2012 ◽  
pp. 212-219 ◽  
Author(s):  
Sue Bennett
Keyword(s):  
North America ◽  
Young People ◽  
Digital Technologies ◽  
Digital Natives ◽  
Net Generation ◽  
Technology Skills ◽  
Digital Native ◽  
Future Directions ◽  
Digital Divides ◽  
Central Claim

The term “digital native” was popularized by Prensky (2001) as a means of distinguishing young people who are highly technologically literate and engaged. His central claim was that because of immersion in digital technologies from birth, younger people think and learn differently than older generations. Tapscott (1998) had proposed a similar idea, calling it “The Net Generation,” and there have been numerous labels applied to the same supposed phenomena since. Recent research has revealed that the term is misapplied when used to generalize about an entire generation, and instead indicates that only a small sub-set of the population fits this characterization. This research shows significant diversity in the technology skills, knowledge, and interests of young people, and suggests that there are important “digital divides,” which are ignored by the digital native concept. This chapter synthesizes key findings from Europe, North America, and Australia and predicts future directions for research in this area.

scholarly journals Not just digital natives: Integrating technologies in professional education contexts

2020 ◽  
pp. 1-14 ◽  
Author(s):  
Erika E Smith ◽  
Renate Kahlke ◽  
Terry Judd
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Professional Education ◽  
Digital Natives ◽  
Digital Native ◽  
Review Of The Literature ◽  
Digital Literacies ◽  
Alternative Approach ◽  
New Generation ◽  
Technological Affordances

In 2001, Prensky characterised a new generation of learners entering higher education as digital natives – naturally digitally literate and inherently proficient users of technology. While many educational technology researchers have long argued for the need to move beyond the digital native assumptions proposed by Prensky and other futurists, a critical review of the literature reveals that this concept remains influential in academia broadly and within professional education specifically. In light of this, we propose an alternative approach to technology integration in professional education settings that aims to avoid unhelpful digital native stereotypes by instead developing digital literacies in ways that leverage technological affordances. By building digital literacies across the procedural and technical, cognitive, and sociocultural domains connected to professional competencies, learners can effectively adopt and utilise emerging technologies through professional digital practices.

scholarly journals Meningkatkan Kualitas Pelayanan Perpustakaan Terhadap Generasi Digital Native

2019 ◽  
Vol 7 (1) ◽  
pp. 57
Author(s):  
Eko Sulistyo
Keyword(s):  
Service Quality ◽  
Communication Technology ◽  
Digital Natives ◽  
The Internet ◽  
Library Services ◽  
Digital Native ◽  
Daily Lives ◽  
Younger Generation ◽  
Improve Service Quality

<p>Improving the Quality of Library Services for Digital Native Generations. The generation of Digital Natives, the younger generation born and living in the internet era, tends to use the internet in their daily lives. They are very master of this and of course require librarians to be able to provide access based communication technology. To improve service quality in addition to facilities and communication technology, libraries must provide collections that can be accessed through the internet, so that they can be read anytime and anywhere, including E-Book, E-Paper and E-Journal. Primarily is the collection of E-Journal.</p><p> </p><p>Meningkatkan Kualitas Pelayanan Perpustakaan  Terhadap Generasi Digital  Native. Generasi <em>Digital Natives</em>, yaitu generasi muda yang lahir dan hidup pada era internet cenderung menggunakan dunia internet dalam kehidupan sehari-hari. Mereka sangat menguasai akan hal ini dan tentunya menuntut pustakawan mampu menyediakan akses berbasis teknologi komunikasi tersebut. Untuk meningkatkan kualitas pelayanan selain fasiltas dan teknologi komunikasi, perpustakaan harus menyediakn koleksi yang sudah bisa diakses melalui internet, sehingga bisa dibaca kapan saja dan dimana saja, antara lain yaitu E-Book, E-Paper dan E-Journal.Utamanya adalah koleksi E-Journal.</p>

Students, Internet, eLearning and Web 2.0

2013 ◽  
pp. 1720-1742
Author(s):  
Rolf Schulmeister
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Digital Natives ◽  
Learning Preferences ◽  
Net Generation ◽  
Internet Services ◽  
Parallel Study ◽  
E Learning ◽  
Media Types ◽  
Use Of Internet

An investigation into the students’ use of internet services, media types and e-learning preferences tried to find out if students today are interested in the use of Web 2.0 methods for learning. More than 2.000 students participated in the survey conducted by the international architecture company DEGW and the author. The data of the survey are compared to the results of a parallel study by HIS GmbH that was answered by 4.400 students. The results of both studies throw a critical light on the popular discussion about the net generation or the so-called digital natives and may lend themselves to a more cautious or careful introduction of Web 2.0 methods in teaching and learning accompanied by instructional and tutorial assistance.

Catering to the Needs of the “Digital Natives” or Educating the “Net Generation”?

2013 ◽  
pp. 1134-1151
Author(s):  
Thomas Ryberg ◽  
Lone Dirckinck-Holmfeld ◽  
Chris Jones
Keyword(s):  
Young People ◽  
Learning Environment ◽  
Web 2.0 ◽  
Digital Natives ◽  
Social Software ◽  
Net Generation ◽  
Web 2.0 Technologies ◽  
Online Web

In this chapter, the authors explore perspectives on the notion of “digital natives” and present a case in which Web 2.0 technologies were introduced to students. They discuss studies critical of the generational metaphor, and argue that it should not be uncritically assumed that there is a generation of digital natives, but that young people may need to develop skills often associated with the digital natives. The authors present a case reflecting these pedagogical aims, involving an online Web 2.0 learning environment called Ekademia. The findings of the case reflect a gap between the researchers’ intentions and the actual outcomes. In particular, the learning environment failed to provide sufficient scaffolding for the students, who needed more support than was assumed. It is therefore suggested that educational use of social software technologies should have stronger connections to curricular activities, involve a more concerted pedagogical effort, and be supported by a higher degree of institutionalization.

Liberating Educational Technology Through the Socratic Method

2019 ◽  
pp. 424-434
Author(s):  
Frank G. Giuseffi
Keyword(s):  
Educational Technology ◽  
Classroom Instruction ◽  
Digital Natives ◽  
Lesson Plans ◽  
Teacher Expertise ◽  
Socratic Method ◽  
One To One ◽  
General Experience ◽  
The Relationship ◽  
Technological Platforms

Technology is now an essential component of classroom instruction. Instructors have come to terms with the realization that their students are “digital natives” who acquire information through an array of technologies. The knowledge that is attained through technology induces schools to develop what has been called one-to-one programs. These programs offer both instructors and students opportunities to understand material in meaningful ways. However, without training, laptops merely become add-ons to traditional lesson plans. In order to raise the level of student participation and teacher expertise, this chapter puts forward the idea that the Socratic method can be the pedagogical bridge between traditional lesson plans and technological platforms. In elucidating this idea, this chapter offers background on the general experience of schools that adopted one-to-one programs. The chapter then offers a brief account of the Socratic method. Lastly, there will be discussion on the relationship between the Socratic method and educational technology.

scholarly journals Digital Immigrants and Digital Natives: Learning Business Informatics at Higher Educational Level

2014 ◽  
Vol 5 (2) ◽  
pp. 84-96 ◽  
Author(s):  
Dalia Suša
Keyword(s):  
Teaching Practices ◽  
Digital Natives ◽  
Native Students ◽  
Digital Native ◽  
Digital Immigrants ◽  
Before And After ◽  
The Subject ◽  
Higher Educational ◽  
Business Informatics ◽  
High Level

AbstractBackground: The term digital natives refer to those born since the 1980s and have been growing up surrounded by technology. On the other hand, digital immigrants are born before 1980s and learned how to use technology later in life. Objectives: Goal of the paper is to explore attitudes of digital native students on the course of Business Informatics at higher educational institutions (HEIs), and to compare them with attitudes of digital immigrants. Methods/Approach: The survey was conducted in 2014 using the sample of first-year Business Informatics students from the Faculty of Economics and Business in Zagreb, Croatia. Results were compared with a research conducted in 1998. Results: In comparison to an earlier research, digital natives perceive their level of competency in the subject of Business Informatics before teaching practices much higher compared to digital immigrants. However, there is still an increase in digital native students’ level of competency in the subject before and after teaching practices. Conclusions: The research confirms a shift from digital immigrants to digital natives who show high level of interest for Business Informatics course topics and find its utility very high. However, constant improvement of delivering knowledge is needed in order to keep these high levels.

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