In 2001, Prensky 1 first postulated the concept of the ‘digital native’ – the generation who have grown up with technology to the extent that it is embedded into their lives and even proposed that their brains were different. He argued that teaching and learning needed to change to meet the new expectations, needs and demands of this generation. Although interesting the proposal was not supported by an evidential base.
Kennedy et al 2 research into university study and the ‘digital native’ generation found that ‘assume that being a member of the ‘Net Generation’ is synonymous with knowing how to employ technology based tools strategically to optimise learning experiences.’
- Prensky, M. (2001) ‘Digital Natives, Digital Immigrants’, On the Horizon, 9(5), (online) Available from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf (Accessed 30 January 2011). ↩
- Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K. and Krause, K. (2008) ‘First year students’ experiences with technology: Are they really digital natives?’, Australasian Journal of Educational Technology, 24(1), pp. 108-122, (online) Available from: http://www.ascilite.org.au/ajet/ajet24/kennedy.pdf (Accessed 12 February 2011). ↩