Beyond the 'digital natives' debate: towards a more nuanced understanding of students' technology experiences.
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 popularity on the basis of claims rather than evidence. Recent research has shown flaws in the argument that there is an...
| Publicado en: | Journal of Computer Assisted Learning Vol. 26; no. 5; pp. 321 - 332 |
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| Autores principales: | , |
| Formato: | review Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105012000&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105012000 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2010 vid: 26 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105012000 2010785603 10.1111/j.1365-2729.2010.00360.x 105012000 ppf: 321 ppct: 11 formats: tig: atl: Beyond the 'digital natives' debate: towards a more nuanced understanding of students' technology experiences. aug: au: Bennett S Maton K affil: Faculty of Education, University of Wollongong, Wollongong NSW 2522, Australia. Email: sbennett@uow.edu.au sug: subj: Computers and Computerization Utilization Knowledge Students Access to Information Adolescence Age Factors Child Internet Utilization Research Priorities Wireless Communications Utilization Young Adult Adolescent: 13-18 years Child: 6-12 years ab: 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 popularity 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' experiences 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' experiences 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. pubtype: Academic Journal doctype: review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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