What’s the idea? The idea of digital natives existing in modern technology was brought to the attention of American writer and speaker, Marc Prensky. The theory ponders on the natural divide created between today’s students (digital natives) and past generations’ students (digital immigrants). Prensky (2001) discussed the extreme change in the way students learn believing that today’s students are not whom the educational system was designed to teach. As educators, it is important for us to consider if this concept really does exist.
Riveting Reflections point of view At Riveting Reflections, we believe the idea of digital natives is a concept to be aware of but does not need to inform all of our practice. Whilst new-aged students are more naturally equipped with the skills to use recently developed technologies, this does not mean that “digital immigrants” cannot also master these same skills.
The bad and the good Firstly, a point which has been argued against by many researchers is the belief that the instincts of digital immigrants will always be to “read the manual” rather than turn to technology to retrieve information (Prensky, 2001). This fails to consider the varying contexts in which digital immigrants exist. Contexts such as family structure, socioeconomic status, and career all impact a person’s exposure, and need to master new technology (Bullen, et al, 2011, as cited in Creighton, 2018). Acknowledging the context in which a person exists, challenges Prensky’s generational focus and places more significance on each individual’s circumstance. Considering the weaknesses in Prensky’s point, there is clearly a need to move on from labels such as natives and immigrants and towards more unifying terms such as “learners of the digital era” that offers a more global vision (Bullen, 2011).
One of Prensky’s (2001) points is that digital natives have become used to receiving information instantly. He suggests that their brain has adjusted to needing a fast-paced learning environment when in the classroom or studying and adds that digital immigrant teachers have an expectation that learners remain the same as they have always been. As a result, they use the same methods that worked when they were students. The modern-day student has grown up on instantaneous music, messaging, and videos, so the patience for a lengthy lecture or step-by-step instruction becomes mere. Although these points are valid, this lack of change is more due to teachers obtaining their own personal theories on how children should learn and neglecting the amazing resources around them (R. Wadmany and T. Levin, 2006) [NE1]
At the end of the day…
In some ways, the idea of Digital natives can be seen within society but for the majority, there is much more to the idea. It sinks far deeper than just the era you’re born in and through this, arguments that digital immigrants don’t have the ability to adjust to the world’s digital setting can be viewed as false. Through change of mindset, everyone can become knowledgeable within the digital space. Recognising that past teaching styles have become outdated as a result of modern technology is important and taking this into consideration when teaching is vital to your class's growth.
[NE1] With the feedback received on requiring more sources, I search scholarly articles to make my argument stronger. I feel as though this reference did strengthen my point and allow clarity as to which side I have taken.
Reference list :
Bullen, M., & Morgan, T. (2011). Digital learners, not digital natives. La Cuestion Universitaria, 19 (1), 60-68.
P.A. Kirschner, P. De Bruyckere (2017) / Teaching and Teacher Education 67 135-137
Prensky, Marc. On the Horizon (2001); Bradford Vol.9, Iss.5: 1-6.
Theodore B. Creighton. Education Leadership Review (2018), Vol.19, 1-7
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