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Digital Na(t)ives? Variation in Internet skills and Uses among members of the “Net generation
- Sociological Inquiry
, 2010
"... on-cern l as poli nal Tele cus ..."
Beyond the “digital natives” debate: Towards a more nuanced understanding of students’ technology experiences
- In
, 2010
"... Abstract The idea of the ‘digital natives’, a generation of tech-savvy young people immersed in digital technologies for which current education systems cannot cater, has gained widespread popular-ity on the basis of claims rather than evidence. Recent research has shown flaws in the argument that t ..."
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Abstract The idea of the ‘digital natives’, a generation of tech-savvy young people immersed in digital technologies for which current education systems cannot cater, has gained widespread popular-ity on the basis of claims rather than evidence. Recent research has shown flaws in the argument that there is an identifiable generation or even a single type of highly adept technology user. For educators, the diversity revealed by these studies provides valuable insights into students ’ expe-riences of technology inside and outside formal education. While this body of work provides a preliminary understanding, it also highlights subtleties and complexities that require further investigation. It suggests, for example, that we must go beyond simple dichotomies evident in the digital natives debate to develop a more sophisticated understanding of our students ’ expe-riences of technology. Using a review of recent research findings as a starting point, this paper identifies some key issues for educational researchers, offers new ways of conceptualizing key ideas using theoretical constructs from Castells, Bourdieu and Bernstein, and makes a case for how we need to develop the debate in order to advance our understanding.
How Children Search the Internet with Keyword Interfaces
"... Children are among the most frequent users of the Internet, yet searching and browsing the web can present many challenges. Studies over the past two decades on how children search were conducted with finite and predetermined content found in CD-ROM applications, online digital libraries, and web di ..."
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Children are among the most frequent users of the Internet, yet searching and browsing the web can present many challenges. Studies over the past two decades on how children search were conducted with finite and predetermined content found in CD-ROM applications, online digital libraries, and web directories. However, with the current popularity of the open Internet and keyword-based interfaces for searching it, more critical analysis of the challenges children face today is needed. This paper presents the findings of our initial study to understand how children ages 7, 9, and 11 search the Internet using keyword interfaces in the home. Our research has revealed that although today’s children have been exposed to computers for most of their lives, spelling, typing, query formulation, and deciphering results are all still potential barriers to finding the information they need. frequent use of the Internet and exposure to technology at an early age, when asked ‘what frustrates you most about searching on the Internet’, several child participants in our study provided some revealing answers. Child (age 7): “Writing words is hard for me because I'm not really good at the writing.” Child (age 9): “It doesn’t do all the words you say.” Child (age 11): “It's hard because you have to find the right words to put in the box."
Are digital natives a myth or reality?: Students ’ use of technologies for learning
, 2008
"... This paper outlines the findings of a study investigating the extent and nature of use of digital technologies by undergraduate students in Social Work and Engineering, in two British universities. The study involved a questionnaire survey of students (n=160) followed by in-depth interviews with stu ..."
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This paper outlines the findings of a study investigating the extent and nature of use of digital technologies by undergraduate students in Social Work and Engineering, in two British universities. The study involved a questionnaire survey of students (n=160) followed by in-depth interviews with students (n=8) and lecturers and support staff (n=8) in both institutions. Firstly, the findings suggest that students use a limited range of technologies for both learning and socialisation. For learning, mainly established ICTs are used- institutional VLE, Google and Wikipedia and mobile phones. Students make limited, recreational use of social technologies such as media sharing tools and social networking sites. Secondly, the findings point to a low level of use of and familiarity with collaborative knowledge creation tools, virtual worlds, personal web publishing, and other emergent social technologies. Thirdly, the study did not find evidence to support the claims regarding students adopting radically different patterns of knowledge creation and sharing suggested by some previous studies. The study shows that students ’ attitudes to learning appear to be influenced by the approaches adopted by their lecturers. Far from demanding lecturers change their practice, students appear to conform to fairly traditional pedagogies, albeit with minor uses of technology tools that deliver content. Despite both groups clearly using a rather limited range of technologies for learning, the results point to some
Young citizens and civic learning: Two paradigms of citizenship in the digital age.
, 2008
"... How can civic education keep pace with changing political identifications and practices of new generations of citizens? This paper examines research on school-based civic education in different post-industrial democracies with the aim of deriving a set of core learning categories that offer a start ..."
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How can civic education keep pace with changing political identifications and practices of new generations of citizens? This paper examines research on school-based civic education in different post-industrial democracies with the aim of deriving a set of core learning categories that offer a starting point for thinking about how to address changing citizen identity styles and learning opportunities in various online and offline environments. The preponderance of school-based civic education programs reflects traditional paradigms of dutiful citizenship (DC) oriented to government through parties and voting, with citizens forming attentive publics who follow events in the news. The authors expand upon these conventional learning categories by identifying additional civic learning opportunities that reflect more self-actualizing (AC) styles of civic participation common among recent generations of youth who have been termed digital natives. Their AC learning styles favor interactive, networked activities often communicated through participatory media such as videos shared across online networks. The result is an expanded set of learning categories that recognize the value of different citizenship styles and emerging online environments that may supplement or supplant school civics. Keywords: citizenship; citizen identity; civic learning; civic education; civic learning online; civic media The design of civic education involves making choices about the kind of citizens we hope young people become, and the instruction we think such citizens need We begin by looking at recent shifts in citizen identity, which lead us to the conclusion that today's young citizens may approach their civic engagement and learning very differently from their parents and teachers. Using this perspective, we review recent studies of civic learning in schools, and point to findings suggesting that civic identity and learning shifts can help explain civic education successes and failures. Despite the checkered record of school-based civic learning, this review gives us a solid foundation on which to build a broader framework for civic learning that combines
Blended learning environments: Using social networking sites to enhance the first year experience
"... This study explores blending virtual and physical learning environments to enhance the experience of first year by immersing students into university culture through social and academic interaction between peers. It reports on the progress made from 2008 to 2009 using an existing academic platform, ..."
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Cited by 11 (0 self)
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This study explores blending virtual and physical learning environments to enhance the experience of first year by immersing students into university culture through social and academic interaction between peers. It reports on the progress made from 2008 to 2009 using an existing academic platform, the first year design elective course Imaging Our World, in the School of Architecture, Landscape Architecture and Urban Design at the University of Adelaide. Over one semester, 120 design students, including 27 internationals, engaged with their peers through an online forum within the host site Facebook, in addition to the traditional teaching mechanisms of lectures and tutorials. Students were required to submit work online to Facebook and provide critiques of peers ’ submissions. Resulting discussions were then transferred into the physical classroom with the aim of building meaningful relationships between peers based on the embryonic online connections. The evaluation process involved pre and post semester questionnaires, weekly feedback from students and project-specific reflections at the completion of the semester. The findings are discussed in light of the conflicting attitudes and assumptions regarding the ‘digital native ’ student cohort, and the use of social media to support learning and teaching in higher education.
Opening Learning Management Systems to Personal Learning Environments
"... Abstract: New ICT technologies are continuously introducing changes in the way in which society generates, shares and access information. This is changing what society expects and requires of education. eLearning is acting as a vector of this change, introducing pervasive transformations in and out ..."
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Cited by 10 (4 self)
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Abstract: New ICT technologies are continuously introducing changes in the way in which society generates, shares and access information. This is changing what society expects and requires of education. eLearning is acting as a vector of this change, introducing pervasive transformations in and out of the classroom. But with Learning Management Systems (LMS) users have reached a plateau of productivity and stability. At the same time outside the walled garden of the LMS new transformative tools, services and ways of learning are already in use, within the PLE and PLN paradigms. The stability and maturity of the LMS may become yet another resistance factor working against the introduction of innovations. New tools and trends cannot be ignored, and this is the reason why learning platforms should become open and flexible environments. In the course of this article the reasons for this change and how it may be addressed will be discussed, together with a proposal for architecture based on Moodle.
Understanding Generation Y and their use of social media: a review and research agenda
"... ( Information about the authors can be found at the end of this article.) Purpose – The purpose of this paper is to review what we know – and don’t know – about Generation Y’s use of social media and to assess the implications for individuals, firms and society. Design/methodology/approach – The pap ..."
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Cited by 8 (0 self)
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( Information about the authors can be found at the end of this article.) Purpose – The purpose of this paper is to review what we know – and don’t know – about Generation Y’s use of social media and to assess the implications for individuals, firms and society. Design/methodology/approach – The paper distinguishes Generation Y from other cohorts in terms of systematic differences in values, preferences and behavior that are stable over time (as opposed to maturational or other differences). It describes their social media use and highlights evidence of intra-generational variance arising from environmental factors (including economic, cultural, technological and political/legal factors) and individual factors. Individual factors include stable factors (including socio-economic status, age and lifecycle stage) and dynamic, endogenous factors (including goals, emotions, and social norms).The paper discusses how Generation Y’s use of social media influences individuals, firms and society. It develops managerial implications and a research agenda. Findings – Prior research on the social media use of Generation Y raises more questions than it answers. It: focuses primarily on the USA and/or (at most) one other country, ignoring other regions with large and fast-growing Generation Y populations where social-media use and its determinants may differ significantly; tends to study students whose behaviors may change over their life cycle stages; relies on self-reports by different age groups to infer Generation Y’s social media use; and does not examine the drivers and outcomes of social-media use. This paper’s conceptual framework yields a detailed set of research questions. Originality/value – This paper provides a conceptual framework for considering the antecedents and consequences of Generation Y’s social media usage. It identifies unanswered questions about Generation Y’s use of social media, as well as practical insights for managers.
oro.open.ac.uk The Net Generation and Digital Natives Implications for Higher Education A literature review commissioned by the Higher Education Academy
"... and other research outputs The net generation and digital natives: implications for higher education Other ..."
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and other research outputs The net generation and digital natives: implications for higher education Other
Radical Change Theory, Youth Information Behavior, and School Libraries
"... School libraries confront significant changes in the digital age, the age of Web 2.0 and of participatory culture. Radical Change theory, based on the digital age principles of interactivity, connectivity, and access, is germane to understanding these transformations. The theory was originally devel ..."
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Cited by 4 (1 self)
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School libraries confront significant changes in the digital age, the age of Web 2.0 and of participatory culture. Radical Change theory, based on the digital age principles of interactivity, connectivity, and access, is germane to understanding these transformations. The theory was originally developed to explain changes in digital age books for youth. It is expanded here through the creation of a typology and accompanying characteristics that address how digital age youth think and seek information; perceive themselves and others; and access information and seek community. As a basis for their typology, the authors provide detailed evidence from an extensive interdisciplinary review of research literature concerning youth information behavior. Also proposed is a multistage research agenda that involves applying Radical Change theory in various school library settings for proof of concept followed by an exploration of potential
