Digital native

Last updated
A child using a tablet Child with Apple iPad.jpg
A child using a tablet

The term digital native describes a person who has grown up in the information age. The term "digital native" was coined by Marc Prensky, an American writer, speaker and technologist who wrote several articles referencing this subject. [1] This term specifically applied to the generation that grew up in the "digital age," predominantly regarding individuals born after the year 1980, [1] [2] namely Millennials, Generation Z, and Generation Alpha. Individuals from these demographic cohorts can consume digital information quickly and comfortably through electronic devices and platforms such as computers, mobile phones, and social media.

Contents

Digital natives are distinguished from digital immigrants, people who grew up in a world dominated by print and television because they were born before the advent of the Internet. [3] The digital generation grew up with increased confidence in the technology that they were encircled and engulfed in. [1] This was thanks in part to their predecessors growing interest into a subject that was previously an unknown. Due to their upbringing, this digital generation of youth became fixated on their technologies as it became an ingrained, integral and essential way of life. [1] Prensky concluded that due to the volume of daily interactions with technology, the digital native generation had developed a completely different way of thinking. [2] Though the brains may not have changed physically, pathways and thinking patterns had evolved, and brains had changed to be physiologically different than those of the bygone era. [4] Repeated exposure had helped grow and stimulate certain regions of the brain, while other unused parts of the brain were reduced in size. [3] The terms digital native and digital immigrant are often used to describe the digital generation gap in terms of the ability of technological use among people born after 1980 and those born before. [5] The term digital native is a highly contested concept, being considered by many education researchers as a persistent myth not founded on empirical evidence [6] [7] and many argue for a more nuanced approach for understanding the relationship between digital media, learning and youth.

Origin

Native–immigrant analogy terms, referring to age groups' relationships with and understanding of the Internet, were used as early as 1995 by John Perry Barlow in an interview, [8] and used again in 1996 as part of the Declaration of the Independence of Cyberspace . [9]

The specific terms "digital native" and "digital immigrant" were popularized by education consultant Marc Prensky in his 2001 article entitled Digital Natives, Digital Immigrants, in which he relates the contemporary decline in American education to educators' failure to understand the needs of modern students. [4] His article posited that "the arrival and rapid dissemination of digital technology in the last decade of the 20th century" had changed the way students think and process information, making it difficult for them to excel academically using the outdated teaching methods of the day. In other words, children raised in a digital, media-saturated world, require a media-rich learning environment to hold their attention, and Prensky dubbed these children "digital natives". He also goes on to say that Digital Natives have "spent their entire lives surrounded by and using computers and videogames, digital music players, videocams, cell phones and all other toys and tools of the digital age". [10] [3]

Globally, 30 percent of the population born between 1988 and 1998 had used the Internet for over five years as of 2013. [11]

Conceptualization and development

Digital Natives, Digital Immigrants Marc Prensky defines the term "digital native" and applies it to a new group of students enrolling in educational establishments referring to the young generation as "native speakers" of the digital language of computers, videos, video games, social media and other sites on the internet. Contextually, his ideas were introduced after a decade of worry over increased diagnosis of children with ADD and ADHD, [12] which itself turned out to be largely overblown. [13] Prensky did not strictly define the digital native in his 2001 article, but it was later, arbitrarily, applied to children born after 1980, because computer bulletin board systems and Usenet were already in use at the time.

The idea became popular among educators and parents, whose children fell within Prensky's definition of a digital native, and has since been embraced as an effective marketing tool. [14] It is important to note that Prensky's original paper was not a scientific one, and that no empirical data exists to support his claims. However, the concept has been widely addressed in the academic literature since, mainly in education research, [15] [16] but also in health research. [17] A review published in 2024 found nearly 1,900 academic articles to have used the term digital native since the mid-2000s, noting how the meaning of the term had evolved to cover everything from businesses and start-ups through to new generations of "AI natives". [18]

Prensky has since abandoned his digital native metaphor in favor "digital wisdom". [19] The Digital Visitor and Resident idea has been proposed as one alternative to understanding the various ways individuals engage with digital technology. It is also argued that digital native and digital immigrant are labels that oversimplify the classification scheme and that there are categories that can be considered "undetermined" based from the framework of the previous assignations. [20]

The critique of Prensky's conceptualization has resulted in further refinement of the terms. [5] For instance, digital natives have been further classified into three: the avoiders, minimalists, and enthusiastic participants. The avoiders are those who do not depend on technological devices and use technology minimally while the minimalists make use of the trends, although not as often as the enthusiastic participants. [5]

People who were "born digital", first appeared in a series of presentations by Josh Spear beginning in May 2007. [21] [22] A Digital Native research project [23] is being run jointly by the Berkman Center for Internet & Society at Harvard Law School and the Research Center for Information Law at the University of St. Gallen in Switzerland. A collaborative research project [24] is being run by Hivos, Netherlands and the Bangalore-based Centre for Internet and Society. The Net Generation Encountering e-learning at university project [25] funded by the UK research councils was completed in March 2010. More recently the Museum of Social Media, [26] launched in 2012, has included an exhibition about "Digital Natives & Friends."

Conflicts between generations

Schoolchildren working with laptop computers Students-using-laptop.jpg
Schoolchildren working with laptop computers

The generational changes between digital natives, and their predecessors, the digital immigrant, have been astronomical. According to a study conducted by Tapscott, after interviewing and studying 11,000 young digital natives, he was able to determine eight different social norms between digital natives and the digital immigrants before them. [2] Digital natives were offered the freedom, creativity to customize and ability to scrutinize, unlike their predecessors. For this digital generation, digital natives looked for corporate integrity and openness when it was time for them to choose a career. These digital youth also began to seek entertaining and innovating career choices. Corporate integrity and openness also applied to consumer products, with digital natives more likely to choose products recommended by their friends. With playful mentalities, this new generation also brought with them a need for speed. [2] The eight social norms differentiated these digital natives, as well as the development of the need for approval from their peer groups. [2]

Because many digital immigrants are used to a life without digital technology or may be hesitant to adapt to it, [27] they can sometimes be at variance with digital natives in their view of it. [27] The everyday regimen of work-life is becoming more technologically dependent with advancements such as computers in offices, improved telecommunication, and more complex machinery in industry. [28] This can make it difficult for digital immigrants to keep pace, which has the potential to create conflict between older supervisors and managers and an increasingly younger workforce. [28] Similarly, parents of digital natives clash with their children at home over gaming, texting, YouTube, Facebook and other Internet technology issues. Much of the world's Millennials and Generation Z members are digital natives. [29] According to law professor and educator John Palfrey, there may be substantial differences between digital natives and non digital natives, in terms of how people see relationships and institutions and how they access information. [30] In spite of this, the timetable for training young and old on new technology is about the same. [31]

Prensky states that education is the single largest problem facing the digital world as digital immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language. Digital natives have had an increased exposure to technology, which has changed the way they interact and respond to digital devices. [32] In order to meet the unique learning needs of digital natives, teachers need to move away from traditional teaching methods that are disconnected with the way students now learn. [32] For the last 20 years,[ when? ] technology training for teachers has been at the forefront of policy. [33] However, immigrants suffer complications in teaching natives how to understand an environment which is "native" to them and foreign to immigrants. Teachers not only struggle with proficiency levels and their abilities to integrate technology into the classroom, but also, display resistance towards the integration of digital tools. [34] Since technology can be frustrating and complicated at times, some teachers worry about maintaining their level or professionalism within the classroom. [34] Teachers worry about appearing "unprofessional" in front of their students. [34] Although technology presents challenges in the classroom, it is still very important for teachers to understand how natural and useful these digital tools are for students. [34]

To meet the unique learning needs of digital natives, Forzani and Leu suggest that digital tools are able to respond immediately to the natural, exploratory, and interactive learning style of students today. Learning how to use these digital tools not only provides unique learning opportunities for digital natives, but they also provide necessary skills that will define their future success in the digital age. One preference to this problem is to invent computer games to teach digital natives the lessons they need to learn, no matter how serious. This ideology has already been introduced to a number of serious practicalities. For example, piloting an unmanned aerial vehicle (UAV) in the army consists of someone sitting in front of a computer screen issuing commands to the UAV via a hand-held controller which resembles, in detail, the model of controllers that are used to play games on an Xbox 360 game console. (Jodie C Spreadbury, Army Recruiting and Training Division). [35]

Gamification as a teaching tool has sparked interest in education, and Gee suggests this is because games have special properties that books cannot offer for digital natives. [36] For instance, gamification provides an interactive environment for students to engage and practice 21st century skills such as collaboration, critical thinking, problem solving, and digital literacy. Gee presents four reasons why gamification provides a distinct way of learning to promote 21st century skills. First, games are based on problem solving and not on ones ability to memorize content knowledge. Second, gamification promotes creativity in digital natives where they are encouraged to think like a designer or modify to redesign games. Third, digital natives are beginning to co-author their games through the choices they make to solve problems and face challenges. Therefore, students' thinking is stimulated to promote metacognition since they have to think about their choices and how they will alter the course and outcome of the game. Lastly, through online gaming, digital natives are able to collaborate and learn in a more social environment. [36] Positive effects from gaming have been seen, one effect is expanding social relationships either preexisting or forming new social bonds. [37] Based on the literature, one can see the potential and unique benefits digital tools have. For example, online games help digital natives meet their unique learning needs. Furthermore, online gaming seems to provide an interactive and engaging environment that promotes the necessary skills digital natives will need to be successful in their future.

Implication of technological and media landscapes

Different approaches to educate the digital native Different Approaches to Educate the Digital Native.jpg
Different approaches to educate the digital native

Digital Natives vary in demographic based on their region's technological and media landscapes. Not everyone agrees with the language and underlying connotations of the digital native. The term, by definition, makes the assumption that all digital natives has the same familiarity with technology. Similarly, the term digital immigrants implies that this entire age group struggles with technological advancements. For instance, those on the disadvantaged side of the digital divide lack access to technology. In its application, the concept of the digital native preferences those who grow up with technology as having a special status, ignoring the significant difference between familiarity and creative application. [7]

Digital Natives are determined based on their educational and cultural backgrounds as well as their access to technology. [38] As the adoption of digital technology hasn't been a unified phenomenon worldwide, digital natives are not all in the same age group. Self-perception also plays a role: individuals who do not feel confident in their use of technology will not be considered a native regardless of the formally mentioned factors. [38]

Referring to some generations using terminologies such as  "Digital Natives" is made because these groups can create their own culture and characteristics. Here are some of the cultures and characteristics of "Digital Natives" (according to self-description):

  1. They feel familiar with digital devices. 54% of them have a smartphone as their first personal mobile phone. These devices are used for entertainment and as a requirement in educational endeavours. [39]
  2. They tend to be individualistic.
  3. They can multitask or focus on a single medium when needed. [39]
  4. They are realistic. Raised in affluence, "Digital Natives"  think their future is unclear due to the prolonged economic recession and the Fourth Industrial Revolution. This kind of thinking makes them focus more on their reality

Teaching digital natives

Young girl learning how gears work with the use of a toy Gear toy and young girl.jpg
Young girl learning how gears work with the use of a toy

Prensky states that as digital natives grew up in the age of technology, they embrace new ways to gather information and communicate. This can be through social media, or through different computer programs. [40] Digital natives have become comfortable with the use of technology, often possessing different levels of digital literacy. This does not mean all digital natives possess the same skill level or know how to use proper digital literacy. [41] Digital natives developed these skills through the use of computers, phones, social media, research, etc. outside of formal education. [40]

Technology being a part of and introduced to classrooms meets the needs of digital natives. Educational technology in schools does not mean removing human relationships as teacher-student relationships are essential to learning. [42]  Digital natives tend to be "masters" of multitasking, taking large amounts of information at a time allows digital natives to jump from one task to another or in parallel. There is a preference for visual and graphic learning rather than plain text. [42]  Concentration and attentiveness is different for digital natives compared to their predecessors, use of technology in the classroom increases student interactivity, through visuals such as PowerPoints allows for educators to share information but also increase student cooperation.[ citation needed ] Digital natives must be interested in what they are learning, interactivity is important to aid in engagement, a way to apply what they are learning and being able to connect various pieces of knowledge to each other. [42] Applying skills whether it be in a game, program, creating a blog, etc. provides digital natives with first-hand experiences of events, observations, and manipulation of natural processes.[ citation needed ] Digital natives like to be challenged in what they are learning, an opportunity to discover new information. Further learning is stimulated by the need of wanting to know more and exploration of new information. [43] This type of engagement gives natives a chance to be creative, to explore, research, and being able to explain, elaborate, and evaluate what they have done in a meaningful way. [40]

See also

Related Research Articles

Media literacy is an expanded conceptualization of literacy that includes the ability to access and analyze media messages as well as create, reflect and take action, using the power of information and communication to make a difference in the world. Media literacy is not restricted to one medium and is understood as a set of competencies that are essential for work, life, and citizenship.

Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.

Educational games are games explicitly designed with educational purposes, or which have incidental or secondary educational value. All types of games may be used in an educational environment, however educational games are games that are designed to help people learn about certain subjects, expand concepts, reinforce development, understand a historical event or culture, or assist them in learning a skill as they play. Game types include board, card, and video games.

Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".

Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.

M-learning, or mobile learning, is a form of distance education where learners use portable devices such as mobile phones to learn anywhere and anytime. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning." M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.

Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech," it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."

Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.

"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective technology integration is achieved when students can select technology tools to help them obtain information on time, analyze and synthesize it, and present it professionally to an authentic audience. Technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."

Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

<span class="mw-page-title-main">Digital literacy</span> Competency in using digital technology

Digital literacy is an individual's ability to find, evaluate, and communicate information using typing or digital media platforms. It is a combination of both technical and cognitive abilities in using information and communication technologies to create, evaluate, and share information.

English-language learner is a term used in some English-speaking countries such as the United States and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), culturally and linguistically diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'. The instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in the achievement of these students. Several methods have been suggested to effectively teach ELLs, including integrating their home cultures into the classroom, involving them in language-appropriate content-area instruction early on, and integrating literature into their learning programs.

Mark Warschauer is a professor in the Department of Education and the Department of Informatics at the University of California, Irvine, where is also the director of the Ph.D. in Education program and founding director of the Digital Learning Lab. He is the author or editor of eight books and more than 100 scholarly papers on topics related to technology use for language and literacy development, education, and social inclusion.

<span class="mw-page-title-main">Information and media literacy</span> Overview of information and media literacy

Information and media literacy (IML) enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. IML is a combination of information literacy and media literacy. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding.

Multiliteracy is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group. The approach is characterized by two key aspects of literacy – linguistic diversity and multimodal forms of linguistic expressions and representation. It was coined in response to two major changes in the globalized environment. One such change was the growing linguistic and cultural diversity due to increased transnational migration. The second major change was the proliferation of new mediums of communication due to advancement in communication technologies e.g the internet, multimedia, and digital media. As a scholarly approach, multiliteracy focuses on the new "literacy" that is developing in response to the changes in the way people communicate globally due to technological shifts and the interplay between different cultures and languages.

<span class="mw-page-title-main">Gamification of learning</span> Educational approach aiming to promote learning by using video game design and game elements

The gamification of learning is an educational approach that seeks to motivate students by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement by capturing the interest of learners and inspiring them to continue learning. Gamification, broadly defined, is the process of defining the elements which comprise games, make those games fun, and motivate players to continue playing, then using those same elements in a non-game context to influence behavior. In other words, gamification is the introduction of game elements into a traditionally non-game situation.

The Digital Visitor and Resident (V&R) model provides a framework to depict how user preference and habit motivates engagement with technology and the web. V&R is commonly described as a continuum, with two modes of online engagement at either end, making a separation between different approaches to engagement. People operating in Visitor mode have a defined goal or task, and select an appropriate online tool to meet their needs as they arise. For example, using a smartphone to search the internet for directions to a local bookstore, thus finding a particular piece of information online and then going offline to complete the task. There will be little in terms of social visibility or trace when online in Visitor mode. People operating in Resident mode are online to connect to, or to be with, other people. For example, posting to the wall in Facebook, tweeting, blogging, or posting comments on blogs. The web supports the projection of their identity and facilitates relationships. In other words, Residents live a percentage of their lives online. Unlike the Visitor mode, there will be online visibility and presence when in Resident mode. It is very common for individuals to engage online in a mixture of Visitor and Resident modes depending on what they are trying to achieve.

<span class="mw-page-title-main">Online learning in higher education</span> Development in distance education that began in the mid-1980s

Online learning involves courses offered by primary institutions that are 100% virtual. Online learning, or virtual classes offered over the internet, is contrasted with traditional courses taken in a brick-and-mortar school building. It is a development in distance education that expanded in the 1990s with the spread of the commercial Internet and the World Wide Web. The learner experience is typically asynchronous but may also incorporate synchronous elements. The vast majority of institutions utilize a learning management system for the administration of online courses. As theories of distance education evolve, digital technologies to support learning and pedagogy continue to transform as well.

The relationship between education and technology has become a defining feature of modern development, fueled by the rapid growth of internet connectivity and mobile penetration. Our world is now interconnected, with approximately 40% of the global population utilising the internet, a figure that continues to rise at an astonishing pace. While internet connectivity varies across countries and regions, the number of households with internet access in the global South has surpassed those in the global North. Additionally, over 70% of mobile telephone subscriptions worldwide are now found in the global South. It is projected that within the next twenty years, five billion people will transition from having no connectivity to enjoying full access.

Virtual exchange is an instructional approach or practice for language learning. It broadly refers to the "notion of 'connecting' language learners in pedagogically structured interaction and collaboration" through computer-mediated communication for the purpose of improving their language skills, intercultural communicative competence, and digital literacies. Although it proliferated with the advance of the internet and Web 2.0 technologies in the 1990s, its roots can be traced to learning networks pioneered by Célestin Freinet in 1920s and, according to Dooly, even earlier in Jardine's work with collaborative writing at the University of Glasgow at the end of the 17th to the early 18th century.

<span class="mw-page-title-main">Digital media in education</span>

Digital Media in education is measured by a person's ability to access, analyze, evaluate, and produce media content and communication in a variety of forms. These media may involve incorporating multiple digital softwares, devices, and platforms as a tool for learning. The use of digital media in education is growing rapidly in today's age, competing with books for the leading form of communication. This form of education is slowly combating the traditional forms of education that have been around for a long time. With the introduction of virtual education, there has been a need for more incorporation of new digital platforms in online classrooms.

References

  1. 1 2 3 4 Selwyn, Neil (5 July 2009). "The digital native – myth and reality". ASLIB Proceedings. 61 (4): 364–379. doi:10.1108/00012530910973776. ProQuest   217758813.
  2. 1 2 3 4 5 Tufts, Debra Roben (2010). Digital adults: Beyond the myth of the digital native generation gap (Thesis). ProQuest   825550299.
  3. 1 2 3 Prensky, Marc (September 2001). "Digital Natives, Digital Immigrants Part 1". On the Horizon. 9 (5): 1–6. doi:10.1108/10748120110424816. S2CID   145451571.
  4. 1 2 Prensky, Marc (November 2001). "Digital Natives, Digital Immigrants Part 2: Do They Really Think Differently?". On the Horizon. 9 (6): 1–6. doi:10.1108/10748120110424843. S2CID   145201624. ProQuest   214641811.
  5. 1 2 3 Zenios, Maria; Ioannou, Eleni (2018). "Digital Natives and Digital Immigrants Revisited: A Case of CALL" (PDF). Learning and Collaboration Technologies. Learning and Teaching. Lecture Notes in Computer Science. Vol. 10925. pp. 99–110. doi:10.1007/978-3-319-91152-6_8. ISBN   978-3-319-91151-9.
  6. ↑ Margaryan, Anoush; Littlejohn, Allison; Vojt, Gabrielle (February 2011). "Are digital natives a myth or reality? University students' use of digital technologies". Computers & Education. 56 (2): 429–440. doi:10.1016/j.compedu.2010.09.004.
  7. 1 2 Bennett, Sue; Maton, Karl; Kervin, Lisa (September 2008). "The 'digital natives' debate: A critical review of the evidence". British Journal of Educational Technology. 39 (5): 775–786. doi:10.1111/j.1467-8535.2007.00793.x. S2CID   15145996.
  8. ↑ Tunbridge, Nat (September 1995). "The Cyberspace Cowboy". Australian Personal Computer. pp. 2–4. Barlow: 'I would say that, generally speaking, at this stage, if you're over 25, you're an immigrant. If you're under 25 you're closer to being a native, in terms of understanding what it is and having a real basic sense of it.'
  9. ↑ Barlow, John Perry (20 January 2016). "A Declaration of the Independence of Cyberspace". Electronic Frontier Foundation. You are terrified of your own children, since they are natives in a world where you will always be immigrants
  10. ↑ Joiner, Richard; Gavin, Jeff; Brosnan, Mark; Cromby, John; Gregory, Helen; Guiller, Jane; Maras, Pam; Moon, Amy (July 2013). "Comparing First and Second Generation Digital Natives' Internet Use, Internet Anxiety, and Internet Identification". Cyberpsychology, Behavior, and Social Networking. 16 (7): 549–552. doi:10.1089/cyber.2012.0526. PMID   23675995. S2CID   6153092.
  11. ↑ "Where in the World are Young People Using the Internet?". Georgia Tech News. ATLANTA, GA. October 7, 2013.
  12. ↑ Stolzer, J. M. (January 1, 2007). "The ADHD Epidemic in America". Ethical Human Psychology and Psychiatry. 9 (2): 109–116. doi:10.1891/152315007782021204. S2CID   143352643.
  13. ↑ Merrow, John. "Attention Deficit Disorder: A Dubious Diagnosis?". www.pbs.org. PBS. Archived from the original on 2014-12-27. Retrieved 2017-08-26.
  14. ↑ Kipke, David. "A Millennial's Digital Marketing Worldview". www.adknowledge.com. Archived from the original on 2015-04-23. Retrieved 1 March 2015.
  15. ↑ Jones, Chris; Shao, Binhui (2011). "The net generation and digital natives: implications for higher education". The Open University. OCLC   1358897974.[ self-published source? ]
  16. ↑ Helsper, Ellen Johanna; Eynon, Rebecca (June 2010). "Digital natives: where is the evidence?" (PDF). British Educational Research Journal. 36 (3): 503–520. doi:10.1080/01411920902989227.
  17. ↑ Cowey, Aasha E; Potts, Henry W W (January 2018). "What can we learn from second generation digital natives? A qualitative study of undergraduates' views of digital health at one London university". Digital Health. 4: 205520761878815. doi:10.1177/2055207618788156. PMC   6055101 . PMID   30046453. S2CID   50782420.
  18. ↑ Mertala, Pekka (March 2024). "Digital natives in the scientific literature: A topic modeling approach". Computers in Human Behavior. 152: 108076 – via Elsevier Science Direct.
  19. ↑ Prensky, Marc. "From Digital Native to Digital Wisdom" (PDF). marcprensky.com. Marc Prensky. Retrieved 4 April 2015.
  20. ↑ Sharpe, Rhona; Beetham, Helen; Freitas, Sara de (2010-07-02). Rethinking Learning for a Digital Age: How Learners are Shaping their Own Experiences. Routledge. ISBN   978-1-136-97387-1.
  21. ↑ "Josh Spear presentation at Zeitgeist Europe 2007". Youtube.com. Archived from the original on 2021-12-21. Retrieved 2013-12-10.
  22. ↑ "Wanna go to digital rehab? No No No: Talking to the born digital generation". Iabuk.net. 2007-11-18. Archived from the original on 2008-08-21. Retrieved 2013-12-10.
  23. ↑ digital-native.org
  24. ↑ "Digital Natives with a Cause? / Themes / Hivos Knowledge Programme / Home – Ontwikkelingsorganisatie Hivos". Hivos.net. Archived from the original on 2013-12-13. Retrieved 2013-12-10.
  25. ↑ "The Net Generation encountering e-learning at university". Open.ac.uk. Archived from the original on 2013-12-13. Retrieved 2013-12-10.
  26. ↑ "Communication & Media Studies – Museum of Social Media: HOME – Wiley Online Library". Onlinelibrary.wiley.com. Retrieved 2013-12-10.
  27. 1 2 Wang, Qian; Myers, Michael D.; Sundaram, David (December 2013). "Digital Natives and Digital Immigrants: Towards a Model of Digital Fluency". Business & Information Systems Engineering. 5 (6): 409–419. doi:10.1007/s12599-013-0296-y. S2CID   14893367.
  28. 1 2 Brody, Charles J.; Rubin, Beth A. (7 February 2011). "Generational Differences in the Effects of Insecurity, Restructured Workplace Temporalities, and Technology on Organizational Loyalty". Sociological Spectrum. 31 (2): 163–192. doi:10.1080/02732173.2011.541341. S2CID   144354787.
  29. ↑ Shapiro, Evan. "TV: An Intervention." HuffPost TV. June 5, 2012
  30. ↑ Mike Musgrove (October 17, 2008). "Talkin' About the Digital Generation". Washington Post. Retrieved 2013-02-03. Palfrey: ... people who were born today... may well see relationships differently, they may see institutions differently, ...
  31. ↑ Salajan, F.; Schonwetter, D.; Cleghorn, B. (2010). "Student and faculty inter-generational digital divide: fact or fiction?". Computers and Education. 53 (3): 1393–1403. doi:10.1016/j.compedu.2010.06.017.
  32. 1 2 Morgan, 2014
  33. ↑ Lei, Jing (2009). "Digital Natives as Preservice Teachers: What Technology Preparation Is Needed?". Journal of Computing in Teacher Education. 25 (3): 87–97. ERIC   EJ835233.
  34. 1 2 3 4 Hicks, 2011
  35. ↑ Public email b November 4th, 2007 by Paul Maunder Archived 2010-11-15 at the Wayback Machine s
  36. 1 2 Gee, James Paul (October 2012). "The Old and the New in the New Digital Literacies". The Educational Forum. 76 (4): 418–420. doi:10.1080/00131725.2012.708622. S2CID   145236354.
  37. ↑ Trepte, Sabine; Reinecke, Leonard; Juechems, Keno (2012-05-01). "The social side of gaming: How playing online computer games creates online and offline social support". Computers in Human Behavior. 28 (3): 832–839. doi:10.1016/j.chb.2011.12.003. ISSN   0747-5632. S2CID   14511879.
  38. 1 2 Akçayır, Murat; Dündar, Hakan; Akçayır, Gökçe (July 2016). "What makes you a digital native? Is it enough to be born after 1980?". Computers in Human Behavior. 60: 435–440. doi:10.1016/j.chb.2016.02.089. S2CID   471926.
  39. 1 2 Thompson, Penny (September 2015). "How digital native learners describe themselves". Education and Information Technologies. 20 (3): 467–484. doi:10.1007/s10639-013-9295-3. S2CID   18441842.
  40. 1 2 3 Ng, Wan (2012-11-01). "Can we teach digital natives digital literacy?". Computers & Education. 59 (3): 1065–1078. doi:10.1016/j.compedu.2012.04.016. ISSN   0360-1315. S2CID   41954703.
  41. ↑ Tran, Trung; Ho, Manh-Toan; Pham, Thanh-Hang; Nguyen, Minh-Hoang; Nguyen, Khanh-Linh P.; Vuong, Thu-Trang; Nguyen, Thanh-Huyen T.; Nguyen, Thanh-Dung; Nguyen, Thi-Linh; Khuc, Quy; La, Viet-Phuong; Vuong, Quan-Hoang (2020). "How Digital Natives Learn and Thrive in the Digital Age: Evidence from an Emerging Economy". Sustainability. 12 (9): 3819. doi: 10.3390/su12093819 . ISSN   2071-1050.
  42. 1 2 3 Cornu, Bernard (2011). "Digital Natives: How Do They Learn? How To Teach Them?". UNESDOC Digital Library. Retrieved 2 November 2023.
  43. ↑ Gaston, Jim (2006-01-01). "Reaching and Teaching the Digital Natives". Library Hi Tech News. 23 (3): 12–13. doi:10.1108/07419050610668124. ISSN   0741-9058.

Notes

Further reading

This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.