Can we teach digital natives digital literacy?

Ng, Wan

doi:10.1016/j.compedu.2012.04.016

Cited by 860 publications

(790 citation statements)

References 12 publications

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“…Similarly, digital natives are expected to effectively use learning technologies to improve educational outcomes. However, this does not appear to be the case with many educationalists in both the secondary and tertiary sectors claiming that digital natives are unable to effectively or intuitively use technology for learning in either school or university curriculums (Ng, 2012). Thus, in an education context, the myth that digital natives should know and be able to use educational technologies almost intuitively and certainly more effectively than their older counterparts is not supported by empirical and anecdotal evidence.…”

Section: Myth 1: the Digital Nativementioning

confidence: 80%

“…Indeed, many digital natives are inexperienced in using technology for learning and do not seek out and explore the use of educational technologies as part of their everyday lifestyles. These are skills that need to be taught and need to be linked to an outcome, such as studying for a degree (Aziz, 2010;Margaryan et al, 2011;Ng, 2012). Finally, there is no empirical evidence to show that just because digital natives have grown up in a technological world their brain structures differ from digital immigrants (Brown & Czerniewicz, 2010).…”

Section: Myth 1: the Digital Nativementioning

confidence: 99%

“…These researchers suggest that breadth of use, experience, gender and educational levels are more important predictors of internet and technology savvy than a birth date (Burdick & Wills, 2011;Helsper & Eynon, 2010). Researchers have also noted that even though digital natives have grown up immersed in technology, using this technology for learning requires different skills and strategies than just using the technology for socialising or for routine tasks (Aziz, 2010;Margaryan, Littlejohn, & Vojt, 2011;Ng, 2012). Indeed, many digital natives are inexperienced in using technology for learning and do not seek out and explore the use of educational technologies as part of their everyday lifestyles.…”

Section: Myth 1: the Digital Nativementioning

confidence: 99%

“…According to Prensky, digital natives typically come from media-rich households; they readily use the internet to access information and multi-task using ICTs to carry out a range of activities. In an education context, digital natives have been found to be active, experiential learners, who engage readily with a wide variety of information as long as it is provided quickly and preferably in graphical form (Burdick & Wills, 2011;Ng, 2012). For this group, using and understanding technology is likened to being a "first language" and digital immigrants can never catch up because life experiences before the technology continue to influence their capacity to develop the required digital skills (Prensky, 2001).…”

Section: Myth 1: the Digital Nativementioning

confidence: 99%

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Digital Literacy in Higher Education: The Rhetoric and the Reality

Burton¹,

Summers²,

Lawrence³

et al. 2015

Myths in Education, Learning and Teaching

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This chapter examines empirical data to address the rhetoric of the digital native as a competent and digitally literate learner. The chapter also questions the reality of the notion that a digital delivery platform is easy to navigate and facilitates positive learning experiences. Data from surveys of students studying both on-campus and via distance education (or online) at the University of Southern Queensland (USQ), a regional Australian university, provides useful insights into the literacies of digital natives and will help to debunk the myth about digital learning being quick and easy. The findings indicate that most distance education students identified concerns about how technology supported their learning and were frustrated by information and communication technology (ICT) issues. For example, while those classified as digital natives did display high levels of digital literacy, this result was not confined to a particular age group. Interestingly, the students in this sample who could be classified as "digital natives" (under 30 years of age) did not prefer the distance or online mode of study; they preferred to study on-campus (60%). In contrast, the "digital immigrants" (those over 30 years of age) preferred the distance/online mode of study (57%). Both groups showed a high degree of experience with, and confidence in, their ability to engage with the various digital technologies. Evidence presented in this chapter will help universities to put in place appropriate and timely interventions to enable students to develop and apply digital literacies to support their learning. Specifically, guidelines for educators on how best to embed digital literacies into an online pedagogy, and recommendations for establishing effective learning management systems to support online education, are provided. IntroductionTwo interrelated myths arise from Australian higher education's responses to an increased emphasis on technological delivery. One myth stems from the view that tertiary education students are digital natives who have universal and uniform digital experiences. This myth presumes that the technological experiences of these students are homogeneous and linked to a sophisticated knowledge and understanding of information and communication technologies (ICTs). The second myth emanates from the idea that the internet is a panacea for the issues of increasing costs of higher education and increasing demand by students for authentic and interactive learning opportunities. The assumption here is that technology underpinning online learning is quick, easy to use, can be accessed by everyone, and is appropriate for all learning activities.

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Section: Myth 1: the Digital Nativementioning

confidence: 80%

Section: Myth 1: the Digital Nativementioning

confidence: 99%

Section: Myth 1: the Digital Nativementioning

confidence: 99%

Section: Myth 1: the Digital Nativementioning

confidence: 99%

See 2 more Smart Citations

Digital Literacy in Higher Education: The Rhetoric and the Reality

Burton¹,

Summers²,

Lawrence³

et al. 2015

Myths in Education, Learning and Teaching

View full text Add to dashboard Cite

show abstract

“…Literacy today, as Koltay (2011) explained, involves "visual, electronic, and digital forms of expression and communication" (p. 214); this digital literacy includes a robust knowledge of the affordances and limitations of digital tools and strategies to address goals and needs in a variety of settings and contexts, plus the skill-set and disposition necessary for critical thinking, social engagement, and innovation (Fraser, 2012). Digital literacy is much more than simply knowing how to use a computer or send a text message; a digitally literate professional is able to "adapt to new and emerging technologies quickly and pick up easily new semiotic language for communication as they arise" by embracing "technical, cognitive and social-emotional perspectives of learning with digital technologies, both online and offline" (Ng, 2012(Ng, , 1066. Graduates are now expected to be digitally literate as they enter the workforce (Jones & Flannigan, 2006;Weiner, 2011).…”

Section: Digital Literacymentioning

confidence: 99%

Creating an Intentional Web Presence: Strategies for Every Educational Technology Professional

2016

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Recently, educators are pushing for students, specifically graduates, to be digitally literate in order to successfully read, write, contribute, and ultimately compete in the global market place. Educational technology professionals, as a unique type of learning professional, need to be not only digitally literate to lead and assist teachers and students toward this goal, but also model the digital fluency expected of an educational technology leader. Part of this digital fluency involves effectively managing one's web presence. In this article, we argue that educational technology professionals need to practice what they preach by attending to their own web presence. We share strategies for crafting the components of a vibrant and dynamic professional web presence, such as creating a personal website, engaging in social networking, contributing and sharing resources/artifacts, and attending to search engine optimization (SEO).

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Social Media as Media Literacy

Kimbrough

Guadagno

2019

The International Encyclopedia of Media Literacy

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Social media have changed the way individuals communicate in the 21st century. With the rise of this new technology, people's ability to access, analyze, evaluate, and create media or become media‐literate is more important than ever. This entry showcases how individuals can apply the tenets of media literacy to their online social networking personas by reviewing the existing literature on social media as media literacy. Topics reviewed include the presentation of identity online, maintaining interpersonal relationships, dissemination of information to networked others, and the ability to validate online sources from both individuals and third‐party sources.

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Can we teach digital natives digital literacy?

Cited by 860 publications

References 12 publications

Digital Literacy in Higher Education: The Rhetoric and the Reality

Digital Literacy in Higher Education: The Rhetoric and the Reality

Creating an Intentional Web Presence: Strategies for Every Educational Technology Professional

Social Media as Media Literacy

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