The digital native – myth and reality

Selwyn, Neil

doi:10.1108/00012530910973776

Cited by 519 publications

(375 citation statements)

References 24 publications

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“…While young people may appear more adept with technology than older generations, and therefore more skilled or fluent in navigating devices and software, this outward display of confidence frequently masks inabilities to use technology effectively or judiciously. In his critique of the digital natives debate, Selwyn (2009) argues that empirical research portrays a more complex and nuanced picture of how young people actually use new technologies, rather than the digital native commentary promulgated by Prensky and other techno-centric commentators (Tapscott and Williams 2008;Veen and Vrakking 2006;Vandewater et al 2007). …”

Section: Digital Confidencementioning

confidence: 99%

Digital Agency: Empowering Equity in and through Education

et al. 2018

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This theoretical paper is concerned with conceptualising a major issue that faces all those concerned with and charged with influencing the future of equity in education-the need for digital agency (DA). The paper offers a rationale for this concern, highlights the importance of the concept and its practices, presents the challenges it brings, some current ways in which practices are tackling these challenges, and considers the theoretical foundation for how it might be addressed further in the future. The paper defines DA, and its three component parts-digital competence, digital confidence, and digital accountability. The paper argues that DA is a fundamental requirement for and through education, that it affects all citizens in a global society, and should be enabled through their ongoing and developing digital practices. The paper concludes with recommendations for different educational groups-including policy makers, practitioners, developers, and researchers.

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Section: Digital Confidencementioning

confidence: 99%

Digital Agency: Empowering Equity in and through Education

et al. 2018

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“…The debate over what Selwyn (2009) describes as the exaggerations and inconsistencies associated with applying Prensky's (2001) concept of digital natives to the younger generation continues. It cannot be denied though, that students are all different and that using an all-inclusive term to label them is inaccurate and misleading.…”

Section: Perspectives On Students' It Use and Competencementioning

confidence: 99%

“…Some (e.g. Selwyn, 2009) advance the idea that rather than being competent, expert users of technology, many young people are in fact disempowered, disenchanted and alienated when it comes to technology-related activities.…”

Section: Perspectives On Students' It Use and Competencementioning

confidence: 99%

Learning outside the walls of the classroom: Engaging the digital natives

Veira

Leacock

Warrican

2014

AJET

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This study investigated the response of students and teachers to the use of ICTs to promote teaching and learning outside of the classroom and regular school hours in a Caribbean secondary school. Following an action research design, Grades 10 and 11 Biology students were given access to subject content and learning support through online discussion groups (Google and Facebook), a website that hosted information and an accompanying blog. Data were collected by questionnaire, interviews, and observation. Initially, the students were reluctant to use the discussion groups, though they eventually reported that these facilities provided useful learning support outside of the classroom. They however rejected the Google group in favour of the more familiar Facebook group. Students were so enthusiastic about these resources that they requested that more subject areas be added. Teachers were somewhat reluctant to answer this call, citing the lack of access to equipment and time as deterrents. One year later, the initiative had expanded to the point where the school had acquired additional equipment, had devised a policy for ICT use, additional resources were added to the website and increasingly, students were using their portable devices for academic purposes both in and out of school.

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“…Some recent studies indicate that children and young people do not necessarily expect or even want to use technology in institutional settings such as schools or libraries in the same manner as they do at home (Lohnes & Kinzer, 2007). Indeed, young people appear to be more discerning in their desire to use (or not use) digital technologies in all aspects of their lives (Selwyn, 2009). …”

Section: The Reality Of Digital Natives In Higher Educationmentioning

confidence: 99%

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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The digital native – myth and reality

Cited by 519 publications

References 24 publications

Digital Agency: Empowering Equity in and through Education

Digital Agency: Empowering Equity in and through Education

Learning outside the walls of the classroom: Engaging the digital natives

Digital Literacy in Higher Education: The Rhetoric and the Reality

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