The “digital natives” debate
Claims about “digital natives”
Digital natives/Net generation: generation born between 1980 and 1994 that are familiar with
information and communication technology (ICT). They live in technology surrounded by computers,
videogames, digital music, cell phones, cameras etc.
Millennials (social definition): generation with distinct characteristics from past generations. They are
optimistic, team-oriented achievers talented with technology.
They are active learners, proficient in multitasking, they use technology to access info and
communicate.
Their different relationship with technology compared to the other generations has important
implications for education. It is thought that it is not enough or appropriately equipped to
educate that generation.
Digital immigrants: people born before 1980, including teachers who do not have the skills and the skills
of net generation are foreign to them.
Debate: If a distinct digital generation exists and that education should change to meet
their needs
Distinctive characteristics of digital natives
The existence of digital natives is based on two assumptions:
1. These young people have sophisticated knowledge and skills with info technology
2. As a result of their up-bringing they have particular preferences or styles that differ from earlier
generations
Information technology and skills
There is a proportion of young people that owe some technologies in high levels and use them
for academic and recreational activities as well as for communication
There is also a significant proportion that does not have the same access or skills of technology
that the digital native idea predicts.
Generalization of the idea and focus on adept young people
Variation within digital natives as much as between other generations.
Learning styles and preferences
Assumption that they are always multiprocessing and have a preference of discovery-based
learning.
No evidence of multitasking being exclusively their skill. Also, it can lead to cognitive overload.
Not clear if interactive games are effective: some studies support that modified games can help
but others doubt the generalizability of that, since a greater amount is available to males.
, Consideration of development as a possible factor of their superiority in using these skills.
Learning preferences should be adaptive and not generalizable since there are indiv. differences
and this change depends on perception.
Arguments for educational change
The need for change in education as an effort to not fail the new generation should be
cautiously considered.
o The use of computer inside school and outside is different
o The lack of critical evaluation from students can lead to dissatisfaction and frustration
because they do not find an immediate answer.
o So, the everyday technology might not be applicable to academic achievements so the
school need to foster information to support learning.
Why the claims did gained support?
Moral panic language: when a particular group of society is portrayed by the media as
embodying a threat to social values and norms. They receive media focus and use claims and
language that creates academic moral panic (need for change etc.)
Division: between the new and older generations as well as teachers and their students.
Media multitasking-Academic
performance
Cognitive functioning & Multitasking
Theories of attention
Bottleneck theory: attention can be focused only at one task at a time. Postponing of one task
until the primary task is completed (multitasking is a myth)
Scattered attention hypothesis: long-term media multitasking can lead to disrupted cognitive
control in which individual is leaning towards the preferred task rather than maintaining focus
despite distractions.
o Engaging in multitasking-loss of cognitive control by interference, distraction and
ultimate errors.
o Executive system controls resources and use them when/where necessary
o Media multitasking is reducing attentional resource and that leads to worse
performance on the primary task
o Demands exceed capacity and person is overloaded.
Trained attention hypothesis: frequent multi-media training can positively influence cognitive
control by training and improving control processes.
o It promotes mental flexibility, which helps in high efficiency and productivity.
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