University of Portland
Teaching the iGeneration: A Review of the LiteratureName Ed 602: Advanced Quantitative MethodsProfessor James Carroll, Ph.D.University of PortlandMarch 28, 2014Technology in education is the shifting sands of educational innovation. The rate at which technology is changing, the costs involved for implementation, and the complexities of both student accountability and student safety, all make implementing educational technology daunting. Further, there is probably no other single innovation in education that has cost districts and schools so much, while producing such minimal results in student achievement, as technology has ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1432ktg4ds","properties":{"formattedCitation":"(Argueta, Tingen, & Corn, 2011)","plainCitation":"(Argueta, Tingen, & Corn, 2011)"},"citationItems":[{"id":43,"uris":[""],"uri":[""],"itemData":{"id":43,"type":"report","title":"Laptop initiatives: Summary of research across six states.","collection-title":"Friday Institute White Paper Series","URL":"","number":"4","author":[{"family":"Argueta","given":"R"},{"family":"Tingen","given":"J"},{"family":"Corn","given":""}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (Argueta, Tingen, & Corn, 2011). Yet the importance of educating a generation of technically literate students is undeniable. The current generation of students was born into a world inundated with technology. They simply do not know a life without it. Walk down a crowded city street and one would be hard pressed not to see at least one teenager engaged on a smart phone or plugged into a MP3 player. Board a plane and watch as the majority of passengers, young and old, boot up several devices for the duration of the trip. As of 2010, three quarters of all American teenagers between the ages 12 and17 years old owned cell phones; this percentage up from 45% in 2004 marks a trend that continues to increase ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"18f99avibi","properties":{"formattedCitation":"(Lenhart, Ling, Campbell, & Purcell, 2010)","plainCitation":"(Lenhart, Ling, Campbell, & Purcell, 2010)"},"citationItems":[{"id":33,"uris":[""],"uri":[""],"itemData":{"id":33,"type":"report","title":"Teens and Mobile Phones","publisher":"Pew Internet & American Life Project","URL":"","author":[{"family":"Lenhart","given":"Amanda"},{"family":"Ling","given":"Rich"},{"family":"Campbell","given":"Scott"},{"family":"Purcell","given":"Kristen"}],"issued":{"date-parts":[["2010",4,20]]}}}],"schema":""} (Lenhart, Ling, Campbell, & Purcell, 2010). Cell phones, tablets, laptops, desktop computers, MP3 players, GPS watches, satellite television and radios, cable, wireless internet, and gaming consoles are just the beginning of the prevalent digital technologies that are readily available and marketed to young people. Their lives are saturated with the possibility of technology. Therefore, for them it is an unnatural experience to have the classroom be the one place in their lives devoid of technology ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2oa3035aiq","properties":{"formattedCitation":"(Rosen, 2011)","plainCitation":"(Rosen, 2011)"},"citationItems":[{"id":32,"uris":[""],"uri":[""],"itemData":{"id":32,"type":"article-journal","title":"Teaching the iGeneration","container-title":"Educational Leadership","page":"10-15","volume":"68","issue":"5","source":"Open WorldCat","abstract":"Children and teens today are immersed in technology. Just as we don't think about the existence of air, they don't think about technology and media. Individualized mobile devices have given them the expectation that if they conceive of something, they will be able to make it happen. Yet schools still expect these members of the iGeneration to "unitask," writes Rosen--listening to teacher lectures, completing worksheets, and writing with pen and paper. Bringing technology into education will not only get the iGeneration more involved in learning, but also put teachers in their most effective role, as facilitators of meaning-making. (Contains 1 figure.)","ISSN":"0013-1784","language":"English","author":[{"family":"Rosen","given":"Larry D"}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (Rosen, 2011).Rosen ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"hdqdipvad","properties":{"formattedCitation":"(Rosen, 2011)","plainCitation":"(Rosen, 2011)","dontUpdate":true},"citationItems":[{"id":32,"uris":[""],"uri":[""],"itemData":{"id":32,"type":"article-journal","title":"Teaching the iGeneration","container-title":"Educational Leadership","page":"10-15","volume":"68","issue":"5","source":"Open WorldCat","abstract":"Children and teens today are immersed in technology. Just as we don't think about the existence of air, they don't think about technology and media. Individualized mobile devices have given them the expectation that if they conceive of something, they will be able to make it happen. Yet schools still expect these members of the iGeneration to "unitask," writes Rosen--listening to teacher lectures, completing worksheets, and writing with pen and paper. Bringing technology into education will not only get the iGeneration more involved in learning, but also put teachers in their most effective role, as facilitators of meaning-making. (Contains 1 figure.)","ISSN":"0013-1784","language":"English","author":[{"family":"Rosen","given":"Larry D"}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (2011) trumpets the battle cry for educators to meet students where they are in regards to technology. Rosen claims that through observing young people from the iGeneration, people who have grown up surrounded by devices and digital access, it is evident that the way information and knowledge are brokered has fundamentally changed. No longer is being intelligent measured by the information and facts one remembers, but rather how quickly one can retrieve that information from the Internet. The cries to change education to meet the needs of a changing digital world, and the fears that traditional education and digitally-illiterate educators are failing America’s children, have been echoed by many ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"pF7foKbR","properties":{"formattedCitation":"(Cuban, 2010; Nelson & Rosen, 2008; Oblinger & Hawkins, 2005; Prensky, 2001a a)","plainCitation":"(Cuban, 2010; Nelson & Rosen, 2008; Oblinger & Hawkins, 2005; Prensky, 2001a a)"},"citationItems":[{"id":11,"uris":[""],"uri":[""],"itemData":{"id":11,"type":"article-journal","title":"Rethinking education in the age of technology: The digital revolution and schooling in America","container-title":"SCE Science Education","page":"1125-1127","volume":"94","issue":"6","source":"Open WorldCat","ISSN":"0036-8326","shortTitle":"Rethinking education in the age of technology","language":"English","author":[{"family":"Cuban","given":"Larry"}],"issued":{"date-parts":[["2010"]]}}},{"id":18,"uris":[""],"uri":[""],"itemData":{"id":18,"type":"article-journal","title":"Web 2.0: A New Generation of Learners and Education","container-title":"Computers in the Schools","page":"211-225","volume":"25","issue":"3-4","source":"Open WorldCat","abstract":"New social-sharing applications are transforming the Internet from a read-only (Web 1.0) environment to a read-write ecology that many are calling Web 2.0. These tools (e.g., weblogs and wikis) enable Internet users to publish information online almost as easily as they can read online, and they have tremendous potential for learning. This article provides illustrative comparisons of Web 1.0 and Web 2.0 tools to illuminate three key characteristics of the Web 2.0 platform: (a) user-initiated publishing of information without significant technical knowledge, (b) social networking, and (c) online communities formed around specific content. Key concepts, terms, and technologies central to Web 2.0, including Education 2.0, Web 2.0 students, Web 2.0 platforms and tools, and collective wisdom, are considered, along with implications for education and future research.","ISSN":"0738-0569","shortTitle":"Web 2.0","language":"EN","author":[{"family":"Nelson","given":"Charles"},{"family":"Rosen","given":"Dina"}],"issued":{"date-parts":[["2008"]]}}},{"id":45,"uris":[""],"uri":[""],"itemData":{"id":45,"type":"article-journal","title":"The Myth about Students","container-title":"EDUCAUSE Review","page":"12-13","volume":"40","issue":"5","source":"Open WorldCat","abstract":"In this article, the authors discuss the reality of today's current students and their expectations of the institutions they attend. Specifically, they describe the current generation, the Net Generation, of traditional-age college students who have grown up with computers and the Internet, living in a rapid-response, multimedia, anytime-anywhere networked world that has shaped their worldview, their reaction times, and how they learn. Though these students may be multitaskers who favor graphics over text, communicate with equal ease in person and online, expect instantaneous responses, and who prefer Google to the library, their comfort with technology may not be synonymous with competency. Faculty and administrators, from earlier generations, do not understand their students' IT preferences. This article compares the differences between these generations. When asked what they deem most important in an optimal learning milieu, students place faculty expertise at the top of their list. The authors suggest that university faculty and administrators should not assume that they understand their students simply because they were once students, but need to understand that times, technologies, and students change. Faculty and administrators need to ask: (1) Do we know our students and their preferences, or do we assume we know? (2) How are we adapting programs to students' needs? (3) What balance of physical and virtual will best serve our student population? (4) Are our building and renovation plans based on outdated assumptions? and (5) What is the proper balance between student and faculty perspectives? (Contains 8 endnotes.)","ISSN":"1527-6619","language":"English","author":[{"family":"Oblinger","given":"Diana G"},{"family":"Hawkins","given":"Brian L"}],"issued":{"date-parts":[["2005"]]}}},{"id":34,"uris":[""],"uri":[""],"itemData":{"id":34,"type":"article-journal","title":"Digital Natives, Digital Immigrants Part 1","container-title":"On the Horizon","page":"1-6","volume":"9","issue":"5","source":"Open WorldCat","abstract":"Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.","ISSN":"1074-8121","language":"No Linguistic Content","author":[{"family":"Prensky","given":"Marc"}],"issued":{"date-parts":[["2001"]]}},"suffix":"a"}],"schema":""} (Cuban, 2010; Nelson & Rosen, 2008; Oblinger & Hawkins, 2005; Prensky, 2001a a). The foundation of their argument is that learning happens through engagement, and today’s youth are most engaged through digital means. Their call for educational change has been heard across the nation as a moral panic has ensued ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2nh1a9bc28","properties":{"formattedCitation":"(S Bennett & Maton, 2010)","plainCitation":"(S Bennett & Maton, 2010)"},"citationItems":[{"id":8,"uris":[""],"uri":[""],"itemData":{"id":8,"type":"article-journal","title":"Beyond the \"Digital Natives\" Debate: Towards a More Nuanced Understanding of Students' Technology Experiences","container-title":"Journal of Computer Assisted Learning","page":"321-331","volume":"26","issue":"5","source":"Open WorldCat","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 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.","ISSN":"0266-4909","shortTitle":"Beyond the \"Digital Natives\" Debate","language":"English","author":[{"family":"Bennett","given":"S"},{"family":"Maton","given":"K"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (Bennett & Maton, 2010), leading districts and statewide systems to put millions of educational dollars into retrofitting the classroom with digital tools to meet the needs of this new generation of students ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2ogcdlf8ct","properties":{"formattedCitation":"(Argueta et al., 2011)","plainCitation":"(Argueta et al., 2011)"},"citationItems":[{"id":43,"uris":[""],"uri":[""],"itemData":{"id":43,"type":"report","title":"Laptop initiatives: Summary of research across six states.","collection-title":"Friday Institute White Paper Series","URL":"","number":"4","author":[{"family":"Argueta","given":"R"},{"family":"Tingen","given":"J"},{"family":"Corn","given":""}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (Argueta et al., 2011). These widely promulgated calls for radical change have resonated with many parents, educators, and policy makers, while disheartening others and spurring debate among educators. The debate centers around two questions ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"qDM3Fjjr","properties":{"formattedCitation":"(Sue Bennett, Maton,, & Kervin, 2008)","plainCitation":"(Sue Bennett, Maton,, & Kervin, 2008)","dontUpdate":true},"citationItems":[{"id":9,"uris":[""],"uri":[""],"itemData":{"id":9,"type":"article-journal","title":"The \"Digital Natives\" Debate: A Critical Review of the Evidence","container-title":"British Journal of Educational Technology","page":"775-786","volume":"39","issue":"5","source":"Open WorldCat","abstract":"The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed "digital natives" or the "Net generation", these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a "moral panic". We propose that a more measured and disinterested approach is now required to investigate "digital natives" and their implications for education.","ISSN":"0007-1013","shortTitle":"The \"Digital Natives\" Debate","language":"English","author":[{"family":"Bennett","given":"Sue"},{"family":"Maton","given":"Karl"},{"family":"Kervin","given":"Lisa"}],"issued":{"date-parts":[["2008"]]}}}],"schema":""} (Bennett, Maton, & Kervin, 2008): first, whether a distinct generation of digital natives exists, as many have suggested ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2m72pgr5a9","properties":{"formattedCitation":"(Nelson & Rosen, 2008; Prensky, 2001a; Sprenger, 2009; Tapscott, 1998)","plainCitation":"(Nelson & Rosen, 2008; Prensky, 2001a; Sprenger, 2009; Tapscott, 1998)"},"citationItems":[{"id":18,"uris":[""],"uri":[""],"itemData":{"id":18,"type":"article-journal","title":"Web 2.0: A New Generation of Learners and Education","container-title":"Computers in the Schools","page":"211-225","volume":"25","issue":"3-4","source":"Open WorldCat","abstract":"New social-sharing applications are transforming the Internet from a read-only (Web 1.0) environment to a read-write ecology that many are calling Web 2.0. These tools (e.g., weblogs and wikis) enable Internet users to publish information online almost as easily as they can read online, and they have tremendous potential for learning. This article provides illustrative comparisons of Web 1.0 and Web 2.0 tools to illuminate three key characteristics of the Web 2.0 platform: (a) user-initiated publishing of information without significant technical knowledge, (b) social networking, and (c) online communities formed around specific content. Key concepts, terms, and technologies central to Web 2.0, including Education 2.0, Web 2.0 students, Web 2.0 platforms and tools, and collective wisdom, are considered, along with implications for education and future research.","ISSN":"0738-0569","shortTitle":"Web 2.0","language":"EN","author":[{"family":"Nelson","given":"Charles"},{"family":"Rosen","given":"Dina"}],"issued":{"date-parts":[["2008"]]}}},{"id":34,"uris":[""],"uri":[""],"itemData":{"id":34,"type":"article-journal","title":"Digital Natives, Digital Immigrants Part 1","container-title":"On the Horizon","page":"1-6","volume":"9","issue":"5","source":"Open WorldCat","abstract":"Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.","ISSN":"1074-8121","language":"No Linguistic Content","author":[{"family":"Prensky","given":"Marc"}],"issued":{"date-parts":[["2001"]]}}},{"id":27,"uris":[""],"uri":[""],"itemData":{"id":27,"type":"article-journal","title":"Focusing the Digital Brain","container-title":"Educational Leadership","page":"34-39","volume":"67","issue":"1","source":"EBSCOhost","abstract":"The article discusses teaching digital natives, or students whose lives have always involved being electronically connected to others. Near-constant connectedness, it states, makes focusing on one thing for an extended period difficult. It cites one teacher who used a block schedule to allow students to write in journals, giving them reflection time to think about their thinking. It recommends taking away digital devices occasionally and encouraging students to talk to one person face to face, making eye contact and with no interruptions. It also recommends building emotional literacy, considered an essential skill, teaching mindfulness, a meditation technique, and encouraging storytelling, a way of packaging information with emotional content.","ISSN":"00131784","journalAbbreviation":"Educational Leadership","author":[{"family":"Sprenger","given":"Marilee"}],"issued":{"date-parts":[["2009",9]]},"accessed":{"date-parts":[["2014",2,14]]}}},{"id":47,"uris":[""],"uri":[""],"itemData":{"id":47,"type":"book","title":"Growing up digital: the rise of the net generation","publisher":"McGraw-Hill","publisher-place":"New York","source":"Open WorldCat","event-place":"New York","abstract":"\"Growing Up Digital shows how today's kids are leading the charge into the 21st century using the new media that's centered around the Internet. Just as the baby boomers of the TV generation dictated the economic, political, and cultural agenda of its time, the Net Generation, or \"N-Gen,\" is developing and imposing its culture on us all, thereby reshaping how society and individuals interact.\" \"Don Tapscott explains how members of the N-Gen are beginning to think, learn, work, play, communicate, shop, and create in fundamentally different ways from their parents. Written in collaboration with over 300 N-Geners who shared with the author their opinions, experiences, and insights, Growing Up Digital offers an eye-opening, fact-filled picture of the new youth culture.\" \"Tapscott identifies the shift from the traditional broadcast medium to the new interactive medium as the cornerstone of the N-Generation, and he compares the passive medium of television - which young people increasingly dismiss as old fashioned - to the Internet, in which the consumer has control. Tapscott vividly illustrates a new \"generation lap\" in which the N-Gen is lapping its parents on the \"info-track.\"\" \"Growing Up Digital also examines how the Net Generation is influencing the whole spectrum of society: the way we create wealth, the nature of commerce and marketing, the delivery system for entertainment, the role and dynamics of our educational system, our culture, and arguably the nature and influence of government and politics.\"--Jacket.","ISBN":"0070633614 9780070633612 0071347984 9780071347983","shortTitle":"Growing up digital","language":"English","author":[{"family":"Tapscott","given":"Don"}],"issued":{"date-parts":[["1998"]]}}}],"schema":""} (Nelson & Rosen, 2008; Prensky, 2001a; Sprenger, 2009; Tapscott, 1998); and second, whether traditional education is unequipped to meet the needs of these digital natives and thus requires a fundamental change. As the debate has developed, the second concern has morphed from asking, must education fundamentally change to meet the needs of technological learners? and to the more extreme question, is technology good for learners at all? ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"aeap0pclj","properties":{"formattedCitation":"(Bauerlein, 2011)","plainCitation":"(Bauerlein, 2011)"},"citationItems":[{"id":48,"uris":[""],"uri":[""],"itemData":{"id":48,"type":"article-journal","title":"Too Dumb for Complex Texts?","container-title":"Educational Leadership","page":"28-33","volume":"68","issue":"5","source":"Open WorldCat","abstract":"High school students' lack of experience and practice with reading complex texts is a primary cause of their difficulties with college-level reading. Filling the syllabus with digital texts does little to address this deficiency. Complex texts demand three dispositions from readers: a willingness to probe works characterized by dense meanings, the ability to engage in a train of uninterrupted thought, and a receptivity to reflect on thoughts deeper than one's own. Schools should preserve a crucial place for unwired, unplugged, and unconnected learning. Teachers can boost students' college readiness by putting more complex texts in the curriculum.","ISSN":"0013-1784","language":"English","author":[{"family":"Bauerlein","given":"Mark"}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (Bauerlein, 2011).The First Point of Debate: Does a Generation of “Digital Natives” Exist?There have been many names used for the generation of students born after 1980: Digital Natives ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"19k3ridtvb","properties":{"formattedCitation":"(Prensky, 2001a)","plainCitation":"(Prensky, 2001a)"},"citationItems":[{"id":34,"uris":[""],"uri":[""],"itemData":{"id":34,"type":"article-journal","title":"Digital Natives, Digital Immigrants Part 1","container-title":"On the Horizon","page":"1-6","volume":"9","issue":"5","source":"Open WorldCat","abstract":"Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.","ISSN":"1074-8121","language":"No Linguistic Content","author":[{"family":"Prensky","given":"Marc"}],"issued":{"date-parts":[["2001"]]}}}],"schema":""} (Prensky, 2001a), iGeneration ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1o83s3rsti","properties":{"formattedCitation":"(Rosen, 2011)","plainCitation":"(Rosen, 2011)"},"citationItems":[{"id":32,"uris":[""],"uri":[""],"itemData":{"id":32,"type":"article-journal","title":"Teaching the iGeneration","container-title":"Educational Leadership","page":"10-15","volume":"68","issue":"5","source":"Open WorldCat","abstract":"Children and teens today are immersed in technology. Just as we don't think about the existence of air, they don't think about technology and media. Individualized mobile devices have given them the expectation that if they conceive of something, they will be able to make it happen. Yet schools still expect these members of the iGeneration to "unitask," writes Rosen--listening to teacher lectures, completing worksheets, and writing with pen and paper. Bringing technology into education will not only get the iGeneration more involved in learning, but also put teachers in their most effective role, as facilitators of meaning-making. (Contains 1 figure.)","ISSN":"0013-1784","language":"English","author":[{"family":"Rosen","given":"Larry D"}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (Rosen, 2011), Net Generation ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2685gbid0f","properties":{"formattedCitation":"(Tapscott, 1998)","plainCitation":"(Tapscott, 1998)"},"citationItems":[{"id":47,"uris":[""],"uri":[""],"itemData":{"id":47,"type":"book","title":"Growing up digital: the rise of the net generation","publisher":"McGraw-Hill","publisher-place":"New York","source":"Open WorldCat","event-place":"New York","abstract":"\"Growing Up Digital shows how today's kids are leading the charge into the 21st century using the new media that's centered around the Internet. Just as the baby boomers of the TV generation dictated the economic, political, and cultural agenda of its time, the Net Generation, or \"N-Gen,\" is developing and imposing its culture on us all, thereby reshaping how society and individuals interact.\" \"Don Tapscott explains how members of the N-Gen are beginning to think, learn, work, play, communicate, shop, and create in fundamentally different ways from their parents. Written in collaboration with over 300 N-Geners who shared with the author their opinions, experiences, and insights, Growing Up Digital offers an eye-opening, fact-filled picture of the new youth culture.\" \"Tapscott identifies the shift from the traditional broadcast medium to the new interactive medium as the cornerstone of the N-Generation, and he compares the passive medium of television - which young people increasingly dismiss as old fashioned - to the Internet, in which the consumer has control. Tapscott vividly illustrates a new \"generation lap\" in which the N-Gen is lapping its parents on the \"info-track.\"\" \"Growing Up Digital also examines how the Net Generation is influencing the whole spectrum of society: the way we create wealth, the nature of commerce and marketing, the delivery system for entertainment, the role and dynamics of our educational system, our culture, and arguably the nature and influence of government and politics.\"--Jacket.","ISBN":"0070633614 9780070633612 0071347984 9780071347983","shortTitle":"Growing up digital","language":"English","author":[{"family":"Tapscott","given":"Don"}],"issued":{"date-parts":[["1998"]]}}}],"schema":""} (Tapscott, 1998), Web Generation (citation here??), Web 2.0 Students ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1n67sim3ml","properties":{"formattedCitation":"(Nelson & Rosen, 2008)","plainCitation":"(Nelson & Rosen, 2008)"},"citationItems":[{"id":18,"uris":[""],"uri":[""],"itemData":{"id":18,"type":"article-journal","title":"Web 2.0: A New Generation of Learners and Education","container-title":"Computers in the Schools","page":"211-225","volume":"25","issue":"3-4","source":"Open WorldCat","abstract":"New social-sharing applications are transforming the Internet from a read-only (Web 1.0) environment to a read-write ecology that many are calling Web 2.0. These tools (e.g., weblogs and wikis) enable Internet users to publish information online almost as easily as they can read online, and they have tremendous potential for learning. This article provides illustrative comparisons of Web 1.0 and Web 2.0 tools to illuminate three key characteristics of the Web 2.0 platform: (a) user-initiated publishing of information without significant technical knowledge, (b) social networking, and (c) online communities formed around specific content. Key concepts, terms, and technologies central to Web 2.0, including Education 2.0, Web 2.0 students, Web 2.0 platforms and tools, and collective wisdom, are considered, along with implications for education and future research.","ISSN":"0738-0569","shortTitle":"Web 2.0","language":"EN","author":[{"family":"Nelson","given":"Charles"},{"family":"Rosen","given":"Dina"}],"issued":{"date-parts":[["2008"]]}}}],"schema":""} (Nelson & Rosen, 2008), and Digital Generation ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1gn8chmsi8","properties":{"formattedCitation":"(Cuban, 2010)","plainCitation":"(Cuban, 2010)"},"citationItems":[{"id":11,"uris":[""],"uri":[""],"itemData":{"id":11,"type":"article-journal","title":"Rethinking education in the age of technology: The digital revolution and schooling in America","container-title":"SCE Science Education","page":"1125-1127","volume":"94","issue":"6","source":"Open WorldCat","ISSN":"0036-8326","shortTitle":"Rethinking education in the age of technology","language":"English","author":[{"family":"Cuban","given":"Larry"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (Cuban, 2010), Google Generation ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1ng2b7v0f1","properties":{"formattedCitation":"(Helsper, 2010)","plainCitation":"(Helsper, 2010)"},"citationItems":[{"id":19,"uris":[""],"uri":[""],"itemData":{"id":19,"type":"article-journal","title":"Digital natives: Where is the evidence?","container-title":"BERJ British Educational Research Journal","page":"503-520","volume":"36","issue":"3","source":"Open WorldCat","abstract":"Generational differences are seen as the cause of wide shifts in our ability to engage with technologies and the concept of the digital native has gained popularity in certain areas of policy and practice. This paper provides evidence, through the analysis of a nationally representative survey in the UK, that generation is only one of the predictors of advanced interaction with the Internet. Breadth of use, experience, gender and educational levels are also important, indeed in some cases more important than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it.","ISSN":"0141-1926","shortTitle":"Digital natives","language":"English","author":[{"family":"Helsper","given":"Ellen Johanna, Eynon, Rebecca"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (Helsper, 2010), Generation Text ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2m7u6oelod","properties":{"formattedCitation":"(Nielsen & Webb, 2011)","plainCitation":"(Nielsen & Webb, 2011)"},"citationItems":[{"id":50,"uris":[""],"uri":[""],"itemData":{"id":50,"type":"book","title":"Teaching Generation Text Using Cell Phones to Enhance Learning.","publisher":"John Wiley & Sons","publisher-place":"New York","source":"Open WorldCat","event-place":"New York","abstract":"Mobilizing the power of cell phones to maximize students' learning power Teaching Generation Text shows how teachers can turn cell phones into an educational opportunity instead of an annoying distraction. With a host of innovative ideas, activities, lessons, and strategies, Nielsen and Webb offer a unique way to use students' preferred method of communication in the classroom. Cell phones can remind students to study, serve as a way to take notes, provide instant, on-demand answers and research, be a great vehicle for home-school connection, and record and capture oral reports or responses to","URL":"","ISBN":"9781118118863 1118118863","language":"English","author":[{"family":"Nielsen","given":"Lisa"},{"family":"Webb","given":"Willyn"}],"issued":{"date-parts":[["2011"]]},"accessed":{"date-parts":[["2014",3,29]]}}}],"schema":""} (Nielsen & Webb, 2011), Netizens ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"fsvde3f5p","properties":{"formattedCitation":"(Moody & Bobic, 2011)","plainCitation":"(Moody & Bobic, 2011)"},"citationItems":[{"id":52,"uris":[""],"uri":[""],"itemData":{"id":52,"type":"article-journal","title":"Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition","container-title":"Polit. Policy Politics and Policy","page":"169-194","volume":"39","issue":"2","source":"Open WorldCat","ISSN":"1555-5623","shortTitle":"Teaching the Net Generation without Leaving the Rest of Us Behind","language":"English","author":[{"family":"Moody","given":"Ruth"},{"family":"Bobic","given":"Michael"}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (Moody & Bobic, 2011) and Millennials ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1icbs5cji5","properties":{"formattedCitation":"(Dolby, 2014)","plainCitation":"(Dolby, 2014)"},"citationItems":[{"id":51,"uris":[""],"uri":[""],"itemData":{"id":51,"type":"article-journal","title":"The Future of Empathy: Teaching the Millennial Generation","container-title":"Journal of College and Character","page":"39-44","volume":"15","issue":"1","source":"Open WorldCat","abstract":"Recent research points to a 40% decline in college students’ capacity for empathy over the past 4 decades (Konrath, O’Brien, & Hsing, 2011). In this article, the author reflects on undergraduates’ reaction to the case study “Toys for Haiti,” which the author created and designed to foster empathy in her students. She provides an overview of the downturn in empathy among this generation, and discusses research that demonstrates that changing daily culture can substantially increase capacity for empathy and understanding. She concludes with a discussion of why empathy is a critical and necessary skill for both individual students and for the future of the planet.","shortTitle":"The Future of Empathy","language":"No Linguistic Content","author":[{"family":"Dolby","given":"Nadine"}],"issued":{"date-parts":[["2014"]]}}}],"schema":""} (Dolby, 2014). With the exception of Millennials, each of these classifications makes the inherent assumption that students born to this generation have a natural talent or affinity to technology. It is this assumption, that students have a natural talent with technology, that is most disputed ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"eb4a5jlot","properties":{"formattedCitation":"(Sue Bennett et al., 2008; Helsper, 2010)","plainCitation":"(Sue Bennett et al., 2008; Helsper, 2010)"},"citationItems":[{"id":9,"uris":[""],"uri":[""],"itemData":{"id":9,"type":"article-journal","title":"The \"Digital Natives\" Debate: A Critical Review of the Evidence","container-title":"British Journal of Educational Technology","page":"775-786","volume":"39","issue":"5","source":"Open WorldCat","abstract":"The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed "digital natives" or the "Net generation", these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a "moral panic". We propose that a more measured and disinterested approach is now required to investigate "digital natives" and their implications for education.","ISSN":"0007-1013","shortTitle":"The \"Digital Natives\" Debate","language":"English","author":[{"family":"Bennett","given":"Sue"},{"family":"Maton","given":"Karl"},{"family":"Kervin","given":"Lisa"}],"issued":{"date-parts":[["2008"]]}}},{"id":19,"uris":[""],"uri":[""],"itemData":{"id":19,"type":"article-journal","title":"Digital natives: Where is the evidence?","container-title":"BERJ British Educational Research Journal","page":"503-520","volume":"36","issue":"3","source":"Open WorldCat","abstract":"Generational differences are seen as the cause of wide shifts in our ability to engage with technologies and the concept of the digital native has gained popularity in certain areas of policy and practice. This paper provides evidence, through the analysis of a nationally representative survey in the UK, that generation is only one of the predictors of advanced interaction with the Internet. Breadth of use, experience, gender and educational levels are also important, indeed in some cases more important than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it.","ISSN":"0141-1926","shortTitle":"Digital natives","language":"English","author":[{"family":"Helsper","given":"Ellen Johanna, Eynon, Rebecca"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (Bennett et al., 2008; Helsper, 2010).In the debate about the existence of a truly digital generation, the first point of consideration pits the unique needs of the individual learner versus the common traits of the group. On one side of the argument, researchers have shown that not all Digital Natives are the same. Their skill sets, access to technology, and experience levels are diverse and varied ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1obgkcknib","properties":{"formattedCitation":"(Sue Bennett et al., 2008; Helsper, 2010)","plainCitation":"(Sue Bennett et al., 2008; Helsper, 2010)"},"citationItems":[{"id":9,"uris":[""],"uri":[""],"itemData":{"id":9,"type":"article-journal","title":"The \"Digital Natives\" Debate: A Critical Review of the Evidence","container-title":"British Journal of Educational Technology","page":"775-786","volume":"39","issue":"5","source":"Open WorldCat","abstract":"The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed "digital natives" or the "Net generation", these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a "moral panic". We propose that a more measured and disinterested approach is now required to investigate "digital natives" and their implications for education.","ISSN":"0007-1013","shortTitle":"The \"Digital Natives\" Debate","language":"English","author":[{"family":"Bennett","given":"Sue"},{"family":"Maton","given":"Karl"},{"family":"Kervin","given":"Lisa"}],"issued":{"date-parts":[["2008"]]}}},{"id":19,"uris":[""],"uri":[""],"itemData":{"id":19,"type":"article-journal","title":"Digital natives: Where is the evidence?","container-title":"BERJ British Educational Research Journal","page":"503-520","volume":"36","issue":"3","source":"Open WorldCat","abstract":"Generational differences are seen as the cause of wide shifts in our ability to engage with technologies and the concept of the digital native has gained popularity in certain areas of policy and practice. This paper provides evidence, through the analysis of a nationally representative survey in the UK, that generation is only one of the predictors of advanced interaction with the Internet. Breadth of use, experience, gender and educational levels are also important, indeed in some cases more important than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it.","ISSN":"0141-1926","shortTitle":"Digital natives","language":"English","author":[{"family":"Helsper","given":"Ellen Johanna, Eynon, Rebecca"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (Bennett et al., 2008; Helsper, 2010). This suggests that a generational designation, the assumption that the entire generation is tech-savvy, is unfounded. Further, Bennett et al. (2008) argue that assigning a single learning preference to an entire generation is questionable. On the other hand, students are growing up with considerably more access to technology than ever before. The way students communicate and access information has fundamentally changed because young people approach and do things differently based on the tools available to them ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"uvTwXSia","properties":{"formattedCitation":"(Lenhart et al., 2010; Prensky, 2001a; Sprenger, 2009; Tapscott, 1998)","plainCitation":"(Lenhart et al., 2010; Prensky, 2001a; Sprenger, 2009; Tapscott, 1998)"},"citationItems":[{"id":33,"uris":[""],"uri":[""],"itemData":{"id":33,"type":"report","title":"Teens and Mobile Phones","publisher":"Pew Internet & American Life Project","URL":"","author":[{"family":"Lenhart","given":"Amanda"},{"family":"Ling","given":"Rich"},{"family":"Campbell","given":"Scott"},{"family":"Purcell","given":"Kristen"}],"issued":{"date-parts":[["2010",4,20]]}}},{"id":34,"uris":[""],"uri":[""],"itemData":{"id":34,"type":"article-journal","title":"Digital Natives, Digital Immigrants Part 1","container-title":"On the Horizon","page":"1-6","volume":"9","issue":"5","source":"Open WorldCat","abstract":"Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.","ISSN":"1074-8121","language":"No Linguistic Content","author":[{"family":"Prensky","given":"Marc"}],"issued":{"date-parts":[["2001"]]}}},{"id":27,"uris":[""],"uri":[""],"itemData":{"id":27,"type":"article-journal","title":"Focusing the Digital Brain","container-title":"Educational Leadership","page":"34-39","volume":"67","issue":"1","source":"EBSCOhost","abstract":"The article discusses teaching digital natives, or students whose lives have always involved being electronically connected to others. Near-constant connectedness, it states, makes focusing on one thing for an extended period difficult. It cites one teacher who used a block schedule to allow students to write in journals, giving them reflection time to think about their thinking. It recommends taking away digital devices occasionally and encouraging students to talk to one person face to face, making eye contact and with no interruptions. It also recommends building emotional literacy, considered an essential skill, teaching mindfulness, a meditation technique, and encouraging storytelling, a way of packaging information with emotional content.","ISSN":"00131784","journalAbbreviation":"Educational Leadership","author":[{"family":"Sprenger","given":"Marilee"}],"issued":{"date-parts":[["2009",9]]},"accessed":{"date-parts":[["2014",2,14]]}}},{"id":47,"uris":[""],"uri":[""],"itemData":{"id":47,"type":"book","title":"Growing up digital: the rise of the net generation","publisher":"McGraw-Hill","publisher-place":"New York","source":"Open WorldCat","event-place":"New York","abstract":"\"Growing Up Digital shows how today's kids are leading the charge into the 21st century using the new media that's centered around the Internet. Just as the baby boomers of the TV generation dictated the economic, political, and cultural agenda of its time, the Net Generation, or \"N-Gen,\" is developing and imposing its culture on us all, thereby reshaping how society and individuals interact.\" \"Don Tapscott explains how members of the N-Gen are beginning to think, learn, work, play, communicate, shop, and create in fundamentally different ways from their parents. Written in collaboration with over 300 N-Geners who shared with the author their opinions, experiences, and insights, Growing Up Digital offers an eye-opening, fact-filled picture of the new youth culture.\" \"Tapscott identifies the shift from the traditional broadcast medium to the new interactive medium as the cornerstone of the N-Generation, and he compares the passive medium of television - which young people increasingly dismiss as old fashioned - to the Internet, in which the consumer has control. Tapscott vividly illustrates a new \"generation lap\" in which the N-Gen is lapping its parents on the \"info-track.\"\" \"Growing Up Digital also examines how the Net Generation is influencing the whole spectrum of society: the way we create wealth, the nature of commerce and marketing, the delivery system for entertainment, the role and dynamics of our educational system, our culture, and arguably the nature and influence of government and politics.\"--Jacket.","ISBN":"0070633614 9780070633612 0071347984 9780071347983","shortTitle":"Growing up digital","language":"English","author":[{"family":"Tapscott","given":"Don"}],"issued":{"date-parts":[["1998"]]}}}],"schema":""} (Lenhart et al., 2010; Prensky, 2001a; Sprenger, 2009; Tapscott, 1998). Denying that technology plays a major role in the development and formation of this generation is akin to saying that Pearl Harbor and World War II were not formative to the generation coming of age during that time, commonly called the Greatest Generation ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"j9s6f2fgs","properties":{"formattedCitation":"(Brokaw, 1998)","plainCitation":"(Brokaw, 1998)"},"citationItems":[{"id":49,"uris":[""],"uri":[""],"itemData":{"id":49,"type":"book","title":"The greatest generation","publisher":"Random House","publisher-place":"New York","source":"Open WorldCat","event-place":"New York","abstract":"In this book, Tom Brokaw goes out into America, to tell through the stories of individual men and women the story of a generation, America's citizen heroes and heroines who came of age during the Great Depression and the Second World War and went on to build modern America. This generation was united not only by a common purpose, but also by common values - duty, honor, economy, courage, service, love of family and country, and, above all, responsibility for oneself. In this book, you will meet people whose everyday lives reveal how a generation persevered through war, and were trained by it, and then went on to create interesting and useful lives and the America we have today.","ISBN":"0375502025 9780375502026 0375705694 9780375705694 9780812975291 0812975294 9780375405662 0375405666","language":"English","author":[{"family":"Brokaw","given":"Tom"}],"issued":{"date-parts":[["1998"]]}}}],"schema":""} (Brokaw, 1998). The debate here is balanced, with one side considering the individual learner and the other the commonality of the wider environment of the entire group.One of the most significant influences of technology on this generation is the way it has changed interpersonal communications. In the distant past, communication was primarily one-to-one, before radio and television allowed communication to be one-to-many, albeit one-directional. The internet has allowed bi-directional communication for one-to-one, one-to-few, one-to-many, few-to-few and many-to-many, and every other possible combination ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"24udtlv5ia","properties":{"formattedCitation":"(Nelson & Rosen, 2008)","plainCitation":"(Nelson & Rosen, 2008)"},"citationItems":[{"id":18,"uris":[""],"uri":[""],"itemData":{"id":18,"type":"article-journal","title":"Web 2.0: A New Generation of Learners and Education","container-title":"Computers in the Schools","page":"211-225","volume":"25","issue":"3-4","source":"Open WorldCat","abstract":"New social-sharing applications are transforming the Internet from a read-only (Web 1.0) environment to a read-write ecology that many are calling Web 2.0. These tools (e.g., weblogs and wikis) enable Internet users to publish information online almost as easily as they can read online, and they have tremendous potential for learning. This article provides illustrative comparisons of Web 1.0 and Web 2.0 tools to illuminate three key characteristics of the Web 2.0 platform: (a) user-initiated publishing of information without significant technical knowledge, (b) social networking, and (c) online communities formed around specific content. Key concepts, terms, and technologies central to Web 2.0, including Education 2.0, Web 2.0 students, Web 2.0 platforms and tools, and collective wisdom, are considered, along with implications for education and future research.","ISSN":"0738-0569","shortTitle":"Web 2.0","language":"EN","author":[{"family":"Nelson","given":"Charles"},{"family":"Rosen","given":"Dina"}],"issued":{"date-parts":[["2008"]]}}}],"schema":""} (Nelson & Rosen, 2008). These technological vehicles for different forms of communication and the rise of social networking have created notable change in human interactions, in which “Digital Natives are motivated by a desire to be busy and in demand. They crave connectedness, and fear missing something. Being physically present is not required, but having a digital presence and being able to instantly respond is highly prized” ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2inb9c0p68","properties":{"formattedCitation":"(Sprenger, 2009, p. 36)","plainCitation":"(Sprenger, 2009, p. 36)"},"citationItems":[{"id":27,"uris":[""],"uri":[""],"itemData":{"id":27,"type":"article-journal","title":"Focusing the Digital Brain","container-title":"Educational Leadership","page":"34-39","volume":"67","issue":"1","source":"EBSCOhost","abstract":"The article discusses teaching digital natives, or students whose lives have always involved being electronically connected to others. Near-constant connectedness, it states, makes focusing on one thing for an extended period difficult. It cites one teacher who used a block schedule to allow students to write in journals, giving them reflection time to think about their thinking. It recommends taking away digital devices occasionally and encouraging students to talk to one person face to face, making eye contact and with no interruptions. It also recommends building emotional literacy, considered an essential skill, teaching mindfulness, a meditation technique, and encouraging storytelling, a way of packaging information with emotional content.","ISSN":"00131784","journalAbbreviation":"Educational Leadership","author":[{"family":"Sprenger","given":"Marilee"}],"issued":{"date-parts":[["2009",9]]},"accessed":{"date-parts":[["2014",2,14]]}},"locator":"36"}],"schema":""} (Sprenger, 2009, p. 36). Further understanding of these digital natives can only be gained by answering further questions: Who are the ones who have access, and how are they using the technology? Who Has Access to Digital Technologies? One would be remiss in discussing Digital Natives (by any name) without acknowledging who has access to technology, and more importantly, who does not. The gap between the technology haves and have-nots has been dubbed “the digital divide” ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"112ee7d7ui","properties":{"formattedCitation":"(van Dijk, 2006)","plainCitation":"(van Dijk, 2006)"},"citationItems":[{"id":53,"uris":[""],"uri":[""],"itemData":{"id":53,"type":"article-journal","title":"Digital divide research, achievements and shortcomings","container-title":"Poetics","page":"221-235","volume":"34","issue":"4-5","source":"Open WorldCat","abstract":"From the end of the 1990s onwards the digital divide, commonly defined as the gap between those who have and do not have access to computers and the Internet, has been a central issue on the scholarly and political agenda of new media development. This article makes an inventory of 5 years of digital divide research (2000-2005). The article focuses on three questions. (1) To what type of inequality does the digital divide concept refer? (2) What is new about the inequality of access to and use of ICTs as compared to other scarce material and immaterial resources? (3) Do new types of inequality exist or rise in the information society? The results of digital divide research are classified under four successive types of access: motivational, physical, skills and usage. A shift of attention from physical access to skills and usage is observed. In terms of physical access the divide seems to be closing in the most developed countries; concerning digital skills and the use of applications the divide persists or widens. Among the shortcomings of digital divide research are its lack of theory, conceptual definition, interdisciplinary approach, qualitative research and longitudinal research.","ISSN":"0304-422X","language":"English","author":[{"family":"van Dijk","given":"J.A.G.M"}],"issued":{"date-parts":[["2006"]]}}}],"schema":""} (van Dijk, 2006). The digital divide refers to the exposure and access to technology available to students based on socio-demographic variables. Helsper ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"12o52kc0v2","properties":{"formattedCitation":"(Helsper, 2010)","plainCitation":"(Helsper, 2010)"},"citationItems":[{"id":19,"uris":[""],"uri":[""],"itemData":{"id":19,"type":"article-journal","title":"Digital natives: Where is the evidence?","container-title":"BERJ British Educational Research Journal","page":"503-520","volume":"36","issue":"3","source":"Open WorldCat","abstract":"Generational differences are seen as the cause of wide shifts in our ability to engage with technologies and the concept of the digital native has gained popularity in certain areas of policy and practice. This paper provides evidence, through the analysis of a nationally representative survey in the UK, that generation is only one of the predictors of advanced interaction with the Internet. Breadth of use, experience, gender and educational levels are also important, indeed in some cases more important than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it.","ISSN":"0141-1926","shortTitle":"Digital natives","language":"English","author":[{"family":"Helsper","given":"Ellen Johanna, Eynon, Rebecca"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (2010, p. 517) states that a person’s gender and education level are two strong predictors of the level of skill in using Information Communication Technologies (ICTs) and the Internet. The divide is also evident along socio-economic class and ethnicity. In 2003, roughly half of all African-Americans and Latino children and less than half of students with annual family incomes under $30,000 had access to a home computer, compared to 85% and more of their white, wealthier counterparts ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"3pat35m51","properties":{"formattedCitation":"(Nelson & Rosen, 2008, p. 220)","plainCitation":"(Nelson & Rosen, 2008, p. 220)"},"citationItems":[{"id":18,"uris":[""],"uri":[""],"itemData":{"id":18,"type":"article-journal","title":"Web 2.0: A New Generation of Learners and Education","container-title":"Computers in the Schools","page":"211-225","volume":"25","issue":"3-4","source":"Open WorldCat","abstract":"New social-sharing applications are transforming the Internet from a read-only (Web 1.0) environment to a read-write ecology that many are calling Web 2.0. These tools (e.g., weblogs and wikis) enable Internet users to publish information online almost as easily as they can read online, and they have tremendous potential for learning. This article provides illustrative comparisons of Web 1.0 and Web 2.0 tools to illuminate three key characteristics of the Web 2.0 platform: (a) user-initiated publishing of information without significant technical knowledge, (b) social networking, and (c) online communities formed around specific content. Key concepts, terms, and technologies central to Web 2.0, including Education 2.0, Web 2.0 students, Web 2.0 platforms and tools, and collective wisdom, are considered, along with implications for education and future research.","ISSN":"0738-0569","shortTitle":"Web 2.0","language":"EN","author":[{"family":"Nelson","given":"Charles"},{"family":"Rosen","given":"Dina"}],"issued":{"date-parts":[["2008"]]}},"locator":"220"}],"schema":""} (Nelson & Rosen, 2008, p. 220). However, in the last ten years this gap has narrowed. As of 2013, the Pew Research Internet project reported that broadband (internet connectivity) was up to 64% for African Americans and 53% for Latino Families ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"23r100imlq","properties":{"formattedCitation":"(Smith & Zickuhr, 2013)","plainCitation":"(Smith & Zickuhr, 2013)"},"citationItems":[{"id":54,"uris":[""],"uri":[""],"itemData":{"id":54,"type":"post-weblog","title":"Home Broadband 2013","container-title":"Pew Research Center's Internet & American Life Project","abstract":"Seven in ten American adults have a high-speed broadband connection at home. Another one in ten Americans lack home broadband but do own a smartphone.","URL":"","author":[{"family":"Smith","given":"Aaron"},{"family":"Zickuhr","given":"Kathryn"}],"issued":{"date-parts":[["2013",8,26]]},"accessed":{"date-parts":[["2014",3,29]]}}}],"schema":""} (Smith & Zickuhr, 2013). By contrast, a decade earlier, the broadband use for both these ethnic groups was estimated at 36% ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"6adccq7kt","properties":{"formattedCitation":"(File, 2013)","plainCitation":"(File, 2013)"},"citationItems":[{"id":56,"uris":[""],"uri":[""],"itemData":{"id":56,"type":"report","title":"Computer and Internet Use in the United States","publisher":"U.S. Census Bureau","URL":"","author":[{"family":"File","given":"Thom"}],"issued":{"date-parts":[["2013",5]]}}}],"schema":""} (File, 2013). When one considers either home broadband or smartphone ownership, the gap narrows further, with internet access available to 80% White/non-Hispanic, 79% African American and 75% Hispanic households. However, the socio-economic variable continues to be an indicator for the digital divide, as 54% of families that make under $30,000 annually have broadband at home, and 67% have either broadband or a smartphone ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"NmxfsKLG","properties":{"formattedCitation":"(Smith & Zickuhr, 2013)","plainCitation":"(Smith & Zickuhr, 2013)"},"citationItems":[{"id":54,"uris":[""],"uri":[""],"itemData":{"id":54,"type":"post-weblog","title":"Home Broadband 2013","container-title":"Pew Research Center's Internet & American Life Project","abstract":"Seven in ten American adults have a high-speed broadband connection at home. Another one in ten Americans lack home broadband but do own a smartphone.","URL":"","author":[{"family":"Smith","given":"Aaron"},{"family":"Zickuhr","given":"Kathryn"}],"issued":{"date-parts":[["2013",8,26]]},"accessed":{"date-parts":[["2014",3,29]]}}}],"schema":""} (Smith & Zickuhr, 2013). Keengwe and Schnellert ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"if726392l","properties":{"formattedCitation":"(Keengwe & Schnellert, 2012)","plainCitation":"(Keengwe & Schnellert, 2012)"},"citationItems":[{"id":31,"uris":[""],"uri":[""],"itemData":{"id":31,"type":"article-journal","title":"Digital Technology Integration in American Public Schools","container-title":"International Journal of Information and Communication Technology Education (IJICTE)","page":"36-44","volume":"8","issue":"3","source":"Open WorldCat","abstract":"This paper explores the literature review on 1:1 laptop initiatives in America’s digital schools and school district efforts to integrate technology into classroom instruction to maximize student learning. The findings indicate that the much needed instructional integration has not kept pace with the increase in available instructional technology tools. Therefore, there is need for school districts to focus on appropriate technology development activities that could help teachers and students to overcome the barriers in technology integration. Further, school leaders must make sure that the technology integration practices translate to proactive laptop implementation to enhance effective student-centered learning in the digital age.","ISSN":"1550-1876","language":"English","author":[{"family":"Keengwe","given":"Jared"},{"family":"Schnellert","given":"Gary"}],"issued":{"date-parts":[["2012"]]}}}],"schema":""} (2012) noted that not only do students in lower socio-economic brackets have less-to-no access to technology and digital tools, but the usage of these tools is different and less effective in buildings serving the lower socio-economic populations.When reviewing access to technology, two other variables should also be considered: a student’s self-efficacy, and diversity in parenting style. Research suggests that self-efficacy is a better indicator for computer success and a lack of computer anxiety and anger, than computer experience ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"7vgia1mpg","properties":{"formattedCitation":"(Wilfong, 2006)","plainCitation":"(Wilfong, 2006)"},"citationItems":[{"id":58,"uris":[""],"uri":[""],"itemData":{"id":58,"type":"article-journal","title":"Computer anxiety and anger: the impact of computer use, computer experience, and self-efficacy beliefs","container-title":"Computers in Human Behavior","page":"1001-1011","volume":"22","issue":"6","source":"Open WorldCat","abstract":"Past research has demonstrated that the level of computer experience users have is the most valuable predictor in whether or not they will suffer computer anxiety symptoms, but this was not the case in the present study. No research was found which examined the correlates of computer anger symptoms. In the current study, the relationship between the computer use (frequency and duration), computer experience, and self-efficacy beliefs of users were analyzed as predictors for computer anxiety and anger symptoms. Questionnaire data from a sample of 242 university students were analyzed. The results indicated that computer self-efficacy beliefs, not computer experience or use, had the largest significant relationship with both computer anxiety, and anger. It is suggested that self-efficacy beliefs be increased so that users may experience lower levels of anxiety and anger. These findings are contrary to the trend of training computer users in specific computer domains. As computer anxiety and anger are negative psychological ''states'', an immediate method to deal with these negative emotions should be developed. One possibility that is explored is the application of computer-based therapy that can be used while a user is experiencing negative emotional symptoms.","ISSN":"0747-5632","shortTitle":"Computer anxiety and anger","language":"English","author":[{"family":"Wilfong","given":"J.D"}],"issued":{"date-parts":[["2006"]]}}}],"schema":""} (Wilfong, 2006). Further, research shows that academic self-efficacy is a good indicator for performance on a written exam, but not on an exam testing computer skills, while computer self-efficacy positively correlates to computer skills scores but not written exam scores ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"aamvl6v0h","properties":{"formattedCitation":"(Joo, Bong, & Choi, 2000)","plainCitation":"(Joo, Bong, & Choi, 2000)"},"citationItems":[{"id":57,"uris":[""],"uri":[""],"itemData":{"id":57,"type":"article-journal","title":"Self-Efficacy for Self-Regulated Learning, Academic Self-Efficacy, and Internet Self-Efficacy in Web-based Instruction.","container-title":"Educational Technology Research and Development","page":"5-17","volume":"48","issue":"2","source":"Open WorldCat","abstract":"Describes a study of junior high school students in Seoul, Korea that examined the effects of student motivation on performance in Web-based instruction. Tested the applicability of the self-efficacy theory in Web-based contexts through motivational surveys, path analyses, written tests, and search tests. Internet self-efficacy scale and sample problems for the WBI written and search tests are appended. (Contains 39 references.) (Author/LRW)","ISSN":"1042-1629","language":"English","author":[{"family":"Joo","given":"Young-Ju"},{"family":"Bong","given":"Mimi"},{"family":"Choi","given":"Ha-Jeen"}],"issued":{"date-parts":[["2000"]]}}}],"schema":""} (Joo, Bong, & Choi, 2000). This suggests that academic self-efficacy and computer self-efficacy are distinct skills, and further undermines labeling an entire generation as comfortable using technology. An additional factor is that parents may also be intentionally limiting their child’s time using technology, often referred to as screen-time. Some parents concerned with their child’s sedentary lifestyles, eye strain, and cyber safety strive to limit and control their child’s use of technology. While the effects of such mediation for older forms of media, like television, have proven to be positive, little study has been done on the effects of limiting other forms of online and digital media ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2i3ug0baer","properties":{"formattedCitation":"(Eastin, Greenberg, & Hofschire, 2006)","plainCitation":"(Eastin, Greenberg, & Hofschire, 2006)"},"citationItems":[{"id":63,"uris":[""],"uri":[""],"itemData":{"id":63,"type":"article-journal","title":"Parenting the Internet","container-title":"JCOM Journal of Communication","page":"486-504","volume":"56","issue":"3","source":"Open WorldCat","abstract":"<i>Telephone surveys of single and married mothers of teenagers in public schools, mothers of teenagers in religious schools, and mothers of homeschooled teenagers examined the influence that parenting styles and level of Internet access in the home have on parenting mediation of online content and time spent on the Internet (</i>N =<i>520). Specifically, how authoritative, authoritarian, permissive, and neglectful parenting styles as well as home and bedroom Internet access influence the evaluative and restrictive mediation techniques used by parents was investigated. Results indicate that parenting style has a significant effect on almost all mediation techniques studied, whereas increased access only influences time online. Additionally, technological blocking as a restrictive mediation technique was found to be highest among authoritative parents, followed by authoritarian and neglectful.</i>","ISSN":"0021-9916","language":"English","author":[{"family":"Eastin","given":"Matthew S"},{"family":"Greenberg","given":"Bradley S"},{"family":"Hofschire","given":"Linda"}],"issued":{"date-parts":[["2006"]]}}}],"schema":""} (Eastin, Greenberg, & Hofschire, 2006).How is Technology Being Used?Different histories of access to technology, different socio-economic and ethnic backgrounds, diversity in parenting styles, self efficacy, and gender differences all tell a piece of the story. They describe who is using digital technologies. The next piece of the story to examine is how these digital tools are being used and for what purpose ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"dsuse89f8","properties":{"formattedCitation":"(S Bennett & Maton, 2010)","plainCitation":"(S Bennett & Maton, 2010)"},"citationItems":[{"id":8,"uris":[""],"uri":[""],"itemData":{"id":8,"type":"article-journal","title":"Beyond the \"Digital Natives\" Debate: Towards a More Nuanced Understanding of Students' Technology Experiences","container-title":"Journal of Computer Assisted Learning","page":"321-331","volume":"26","issue":"5","source":"Open WorldCat","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 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.","ISSN":"0266-4909","shortTitle":"Beyond the \"Digital Natives\" Debate","language":"English","author":[{"family":"Bennett","given":"S"},{"family":"Maton","given":"K"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (Bennett & Maton, 2010). A common finding in survey studies shows that a majority of respondents have access to and use mobile technologies for accessing information on the internet and for communication, particularly in the form of social media and social networking (p. 324). The widely held perception that students are endlessly addicted to video games is also an overrepresentation. While many report playing video games, console game time drops significantly with age. Further, those that spend significant time playing games, gamers, are a particular and relatively small subgroup. Another finding weakening the case for a “digital native” generation with an affinity for technology is that while this generation is adept at certain types of technology, they still struggle with academic technologies ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"lgccbiedn","properties":{"formattedCitation":"(S Bennett & Maton, 2010)","plainCitation":"(S Bennett & Maton, 2010)"},"citationItems":[{"id":8,"uris":[""],"uri":[""],"itemData":{"id":8,"type":"article-journal","title":"Beyond the \"Digital Natives\" Debate: Towards a More Nuanced Understanding of Students' Technology Experiences","container-title":"Journal of Computer Assisted Learning","page":"321-331","volume":"26","issue":"5","source":"Open WorldCat","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 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.","ISSN":"0266-4909","shortTitle":"Beyond the \"Digital Natives\" Debate","language":"English","author":[{"family":"Bennett","given":"S"},{"family":"Maton","given":"K"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (Bennett & Maton, 2010) . Instead of one general and arguably inaccurate “digital native” generation, researchers Green and Hannon ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1b92e63l6f","properties":{"formattedCitation":"(Green & Hannon, 2007)","plainCitation":"(Green & Hannon, 2007)"},"citationItems":[{"id":65,"uris":[""],"uri":[""],"itemData":{"id":65,"type":"report","title":"Their Space: Education for a digital generation","URL":"","author":[{"family":"Green","given":"Hannah"},{"family":"Hannon","given":"Celia"}],"issued":{"date-parts":[["2007",1]]}}}],"schema":""} (2007, p.11) suggest several classifications based on how the technology is actually being used: “digital pioneers,” “creative producers,” ”everyday communications,” and ”information gatherers.” Helsper also argues that the “being” should be separated from the “doing,” pointing out that the decade in which a person was born does not dictate his or her skill set. The digital generation is no more born with the innate ability to navigate technology then generations past were born with the natural ability to operate tractors or ride horses. Helsper asserts that the classification of “digital native” should be reserved for those who have a defined skill set and affinity for navigating technology, regardless of birthdate. While Helsper’s research suggests that younger people use the internet more often, are more likely to turn to the internet as the first place to look to solve a problem, and are more comfortable using ICT’s, the evidence does not suggest that there exists an unbridgeable gap between those classed as digital natives and those who are not based solely on when they are born. In fact, the primary factor of digital proficiency is determined by the depth and breadth of a person’s digital experience and self-efficacy rather than their age (p. 518).Regardless of age, technology has changed the way people search for, interact with, and consume information. By their teens, today’s students have become experts in skimming and scanning information. They refer to a quick scan, often while monitoring other forms of media (Facebook, listening to music, texting, etc.) in an activity often referred to as multitasking ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1l88damt56","properties":{"formattedCitation":"(Sprenger, 2009)","plainCitation":"(Sprenger, 2009)"},"citationItems":[{"id":27,"uris":[""],"uri":[""],"itemData":{"id":27,"type":"article-journal","title":"Focusing the Digital Brain","container-title":"Educational Leadership","page":"34-39","volume":"67","issue":"1","source":"EBSCOhost","abstract":"The article discusses teaching digital natives, or students whose lives have always involved being electronically connected to others. Near-constant connectedness, it states, makes focusing on one thing for an extended period difficult. It cites one teacher who used a block schedule to allow students to write in journals, giving them reflection time to think about their thinking. It recommends taking away digital devices occasionally and encouraging students to talk to one person face to face, making eye contact and with no interruptions. It also recommends building emotional literacy, considered an essential skill, teaching mindfulness, a meditation technique, and encouraging storytelling, a way of packaging information with emotional content.","ISSN":"00131784","journalAbbreviation":"Educational Leadership","author":[{"family":"Sprenger","given":"Marilee"}],"issued":{"date-parts":[["2009",9]]},"accessed":{"date-parts":[["2014",2,14]]}}}],"schema":""} (Sprenger, 2009). Initially, the ability to multitask was lauded as an admired skill that set this generation apart ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"nv3buru8q","properties":{"formattedCitation":"(Prensky, 2001b)","plainCitation":"(Prensky, 2001b)"},"citationItems":[{"id":35,"uris":[""],"uri":[""],"itemData":{"id":35,"type":"article-journal","title":"Digital Natives, Digital Immigrants Part 2: Do They Really Think Differently?","container-title":"On the Horizon","page":"1-6","volume":"9","issue":"6","source":"Open WorldCat","abstract":"Part 2 of Prensky?s paper exploring the differences between ?digital natives? and ?digital immigrants?. In this second part the author presents evidence to support these differences from neurology, social psychology and from studies done on children using games for learning.","ISSN":"1074-8121","shortTitle":"Digital Natives, Digital Immigrants Part 2","language":"English","author":[{"family":"Prensky","given":"Marc"}],"issued":{"date-parts":[["2001"]]}}}],"schema":""} (Prensky, 2001b). Prensky claimed that young brains steeped in technology from an early age are actually rewired to process information differently. His assertion draws on a theory called neural plasticity: the idea that the brain is a flexible and adaptable organism that will physically change in response to the stimuli of the environment that surrounds it ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2p9u1p0lsu","properties":{"formattedCitation":"(Thompson P, 2013)","plainCitation":"(Thompson P, 2013)"},"citationItems":[{"id":5,"uris":[""],"uri":[""],"itemData":{"id":5,"type":"article-journal","title":"The digital natives as learners: Technology use patterns and approaches to learning","container-title":"Comput Educ Computers and Education","page":"12-33","volume":"65","source":"Open WorldCat","ISSN":"0360-1315","shortTitle":"The digital natives as learners","language":"English","author":[{"family":"Thompson P","given":""}],"issued":{"date-parts":[["2013"]]}}}],"schema":""} (Thompson, 2013). The theory extrapolates that the new technologies that inundate young people with rapid changing images and quick access to bursts of information, are fundamentally changing the way that the brain receives, processes and stores information as an adaptive response.Digital natives try to multitask in a way that is not good for learning, and risks harming the development of deep thinking and analysis skills ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2iak28f6rb","properties":{"formattedCitation":"(Thompson P, 2013)","plainCitation":"(Thompson P, 2013)"},"citationItems":[{"id":5,"uris":[""],"uri":[""],"itemData":{"id":5,"type":"article-journal","title":"The digital natives as learners: Technology use patterns and approaches to learning","container-title":"Comput Educ Computers and Education","page":"12-33","volume":"65","source":"Open WorldCat","ISSN":"0360-1315","shortTitle":"The digital natives as learners","language":"English","author":[{"family":"Thompson P","given":""}],"issued":{"date-parts":[["2013"]]}}}],"schema":""} (Thompson, 2013). Since Prensky’s claims in 2001, neuroscientists ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"11m9but8tl","properties":{"formattedCitation":"(Medina, 2008)","plainCitation":"(Medina, 2008)"},"citationItems":[{"id":66,"uris":[""],"uri":[""],"itemData":{"id":66,"type":"book","title":"Brain rules: 12 principles for surviving and thriving at work, home, and school","publisher":"Pear Press","publisher-place":"Seattle, WA","source":"Open WorldCat","event-place":"Seattle, WA","abstract":"In Brain Rules, Dr. John Medina, a molecular biologist, shares his lifelong interest in how the brain sciences might influence the way we teach our children and the way we work. In each chapter, he describes a brain rule--what scientists know for sure about how our brains work--and then offers transformative ideas for our daily lives. The Brain Rules DVD is a lively tour of the 12 Brain Rules [with] clips from all 12 Brain Rules, bonus material, and MP3s from the Brain Rules audio book--From .","ISBN":"0979777704 9780979777707 9780979777714 0979777712 9780979777745 0979777747","shortTitle":"Brain rules","language":"English","author":[{"family":"Medina","given":"John"}],"issued":{"date-parts":[["2008"]]}}}],"schema":""} (Medina, 2008) have shown that the brain’s ability to multitask is a myth, and that the best the brain can do is “switch quickly” between tasks. The attempt to multitask actually has negative effects on learning due to cognitive overload and distraction ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1j8r614k6j","properties":{"formattedCitation":"(Hembrooke & Gay, 2003)","plainCitation":"(Hembrooke & Gay, 2003)"},"citationItems":[{"id":68,"uris":[""],"uri":[""],"itemData":{"id":68,"type":"article-journal","title":"The laptop and the lecture: The effects of multitasking in learning environments","container-title":"J. Comput. High. Educ. Journal of Computing in Higher Education","page":"46-64","volume":"15","issue":"1","source":"Open WorldCat","ISSN":"1042-1726","shortTitle":"The laptop and the lecture","language":"English","author":[{"family":"Hembrooke","given":"Helene"},{"family":"Gay","given":"Geri"}],"issued":{"date-parts":[["2003"]]}}}],"schema":""} (Hembrooke & Gay, 2003). One study ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"e2rsril7k","properties":{"formattedCitation":"(Bowman, Levine, Waite, & Gendron, 2010)","plainCitation":"(Bowman, Levine, Waite, & Gendron, 2010)"},"citationItems":[{"id":6,"uris":[""],"uri":[""],"itemData":{"id":6,"type":"article-journal","title":"Can students really multitask? An experimental study of instant messaging while reading","container-title":"CAE Computers & Education","page":"927-931","volume":"54","issue":"4","source":"Open WorldCat","abstract":"Students often “multitask” with electronic media while doing schoolwork. We examined the effects of one form of media often used in such multitasking, instant messaging (IM). We predicted that students who engaged in IMing while reading a typical academic psychology passage online would take longer to read the passage and would perform more poorly on a test of comprehension of the passage. Participants were randomly assigned to one of three conditions (IM before reading, IM during reading, or no IM). We found that students took significantly longer to read the passage when they IMed during reading (not including time taken to IM) than in other conditions. However, test performance did not differ by condition. Students who are managing busy lives may think they are accomplishing more by multitasking, but our findings suggest they will actually need more time to achieve the same level of performance on an academic task.","ISSN":"0360-1315","shortTitle":"Can students really multitask?","language":"English","author":[{"family":"Bowman","given":"Laura L"},{"family":"Levine","given":"Laura E"},{"family":"Waite","given":"Bradley M"},{"family":"Gendron","given":"Michael"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (Bowman, Levine, Waite, & Gendron, 2010) attempted to measure the effects of multitasking and distraction on student performance by creating text interruptions for the students in an experimental group taking a computer based exam, compared to an uninterrupted control group. While they found no significant difference in exam performance, there was a difference in the time it took the experimental group to take the exam, even after adjusting for the time students took to read the interrupting texts. This study supports Medina’s claim that the brain can only focus on one higher-level task at a time, and the nanoseconds it takes to switch between tasks do add up measurably. The brain is a complex organism and still largely a mystery to science ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2ijd6msi0o","properties":{"formattedCitation":"(Medina, 2008)","plainCitation":"(Medina, 2008)"},"citationItems":[{"id":66,"uris":[""],"uri":[""],"itemData":{"id":66,"type":"book","title":"Brain rules: 12 principles for surviving and thriving at work, home, and school","publisher":"Pear Press","publisher-place":"Seattle, WA","source":"Open WorldCat","event-place":"Seattle, WA","abstract":"In Brain Rules, Dr. John Medina, a molecular biologist, shares his lifelong interest in how the brain sciences might influence the way we teach our children and the way we work. In each chapter, he describes a brain rule--what scientists know for sure about how our brains work--and then offers transformative ideas for our daily lives. The Brain Rules DVD is a lively tour of the 12 Brain Rules [with] clips from all 12 Brain Rules, bonus material, and MP3s from the Brain Rules audio book--From .","ISBN":"0979777704 9780979777707 9780979777714 0979777712 9780979777745 0979777747","shortTitle":"Brain rules","language":"English","author":[{"family":"Medina","given":"John"}],"issued":{"date-parts":[["2008"]]}}}],"schema":""} (Medina, 2008). The neural plasticity argument that proponents of the “digital native” generation have cited still has some merit. The brain does adapt and evolve to its environment, and technology has fundamentally changed the external environment (Thompson, 2013). The rhetoric suggests that because young people have grown up surrounded by technology, their brains have adapted and developed differently than those of previous generations. Ng (2012) argues that there is no empirical evidence to suggest that brain structure differs between adults that grew up using the Internet and technology and those who did not. However because the brain is a complicated and mysterious organism (Medina, 2008), science has yet to definitively prove this claim. According to Christakis and Zimmerman ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"256d3b4qvh","properties":{"formattedCitation":"(Christakis & Zimmerman, 2006)","plainCitation":"(Christakis & Zimmerman, 2006)"},"citationItems":[{"id":69,"uris":[""],"uri":[""],"itemData":{"id":69,"type":"book","title":"The elephant in the living room: make television work for your kids","publisher":"Rodale : Distributed to the Book trade by Holtzbrinck Publishers","publisher-place":"[Emmaus Pa.]","source":"Open WorldCat","event-place":"[Emmaus Pa.]","abstract":"Arguing that television is not necessarily harmful to children, a guide for parents reveals how to use television as an effective tool for entertainment, education, and socialization, in a reference that identifies top-recommended shows as well as programs to avoid.","ISBN":"1594862761 9781594862762","shortTitle":"The elephant in the living room","language":"English","author":[{"family":"Christakis","given":"Dimitri Alexander"},{"family":"Zimmerman","given":"Frederick J"}],"issued":{"date-parts":[["2006"]]}}}],"schema":""} (2006), the rapidly moving images on television and in video games may rewire the brains of very young children, making it difficult for them to focus on slower tasks that require more thought. In summary, there is evidence that the human brain is not able to multitask, that young brains exposed to rapidly moving images may be linked to attention disorders, and that little else is known about how technology impacts the brain, and consequently, learning. Considering that the majority of technology use for this digital generation of student learners is in the realm of social media, it is not surprising that they prefer to interact with information (posting comments, sharing, tagging) rather than simply consuming it. They take an active role in collaborative technologies to participate in the online environment and “gravitate toward group activity, seeking interaction within thriving online communities of generative individuals” ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1e4uiom8n4","properties":{"formattedCitation":"(Nelson & Rosen, 2008, p. 220)","plainCitation":"(Nelson & Rosen, 2008, p. 220)"},"citationItems":[{"id":18,"uris":[""],"uri":[""],"itemData":{"id":18,"type":"article-journal","title":"Web 2.0: A New Generation of Learners and Education","container-title":"Computers in the Schools","page":"211-225","volume":"25","issue":"3-4","source":"Open WorldCat","abstract":"New social-sharing applications are transforming the Internet from a read-only (Web 1.0) environment to a read-write ecology that many are calling Web 2.0. These tools (e.g., weblogs and wikis) enable Internet users to publish information online almost as easily as they can read online, and they have tremendous potential for learning. This article provides illustrative comparisons of Web 1.0 and Web 2.0 tools to illuminate three key characteristics of the Web 2.0 platform: (a) user-initiated publishing of information without significant technical knowledge, (b) social networking, and (c) online communities formed around specific content. Key concepts, terms, and technologies central to Web 2.0, including Education 2.0, Web 2.0 students, Web 2.0 platforms and tools, and collective wisdom, are considered, along with implications for education and future research.","ISSN":"0738-0569","shortTitle":"Web 2.0","language":"EN","author":[{"family":"Nelson","given":"Charles"},{"family":"Rosen","given":"Dina"}],"issued":{"date-parts":[["2008"]]}},"locator":"220"}],"schema":""} (Nelson & Rosen, 2008, p. 220). They are believed to be primarily experimental learners and reliant on information communication technologies for socialization and learning ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"45uop7spe","properties":{"formattedCitation":"(Sue Bennett et al., 2008)","plainCitation":"(Sue Bennett et al., 2008)"},"citationItems":[{"id":9,"uris":[""],"uri":[""],"itemData":{"id":9,"type":"article-journal","title":"The \"Digital Natives\" Debate: A Critical Review of the Evidence","container-title":"British Journal of Educational Technology","page":"775-786","volume":"39","issue":"5","source":"Open WorldCat","abstract":"The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed "digital natives" or the "Net generation", these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a "moral panic". We propose that a more measured and disinterested approach is now required to investigate "digital natives" and their implications for education.","ISSN":"0007-1013","shortTitle":"The \"Digital Natives\" Debate","language":"English","author":[{"family":"Bennett","given":"Sue"},{"family":"Maton","given":"Karl"},{"family":"Kervin","given":"Lisa"}],"issued":{"date-parts":[["2008"]]}}}],"schema":""} (Bennett et al., 2008).Students who are quickly frustrated when immediate gratification does not occur characterize some of the darker trends of this generation. They adopt a scan-and-grab approach to information, failing to fully read, critically analyze, and understand the information. They tend to make hasty choices, which appear random or based on popularity, with little thought or evaluation, which makes group-think a potential downside to collaborative work ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1jdri2b38v","properties":{"formattedCitation":"(Eagleton, Guinee, & Langlais, 2003; Sutherland-Smith, 2002)","plainCitation":"(Eagleton, Guinee, & Langlais, 2003; Sutherland-Smith, 2002)"},"citationItems":[{"id":71,"uris":[""],"uri":[""],"itemData":{"id":71,"type":"article-journal","title":"Teaching Internet Literacy Strategies: The Hero Inquiry Project.","container-title":"Voices from the Middle","page":"28-35","volume":"10","issue":"3","source":"Open WorldCat","abstract":"Describes a six-week Hero Inquiry project in detail so readers may implement similar units of study in their classrooms. Concludes that most of the students enjoyed the activities because they focused on strengthening skills for online research, and the hero theme was successful because students were allowed to research a self-selected topic of personal interest. (SG)","ISSN":"1074-4762","shortTitle":"Teaching Internet Literacy Strategies","language":"English","author":[{"family":"Eagleton","given":"Maya"},{"family":"Guinee","given":"Kathleen"},{"family":"Langlais","given":"Karen"}],"issued":{"date-parts":[["2003"]]}}},{"id":70,"uris":[""],"uri":[""],"itemData":{"id":70,"type":"article-journal","title":"Weaving the Literacy Web: Changes in Reading from Page to Screen.","container-title":"Reading Teacher","page":"662-69","volume":"55","issue":"7","source":"Open WorldCat","abstract":"Explores the unique reading strategies needed for the World Wide Web. Considers additions needed in the repertoire of teaching reading strategies when computers are the medium. Argues that Internet technology has had a significant impact upon reading strategies, resulting in a need to reshape thinking about classroom reading practices. (SG)","ISSN":"0034-0561","shortTitle":"Weaving the Literacy Web","language":"English","author":[{"family":"Sutherland-Smith","given":"Wendy"}],"issued":{"date-parts":[["2002"]]}}}],"schema":""} (Eagleton, Guinee, & Langlais, 2003; Sutherland-Smith, 2002). The fear that students saturated with technology will lose the ability to read deeply is not unfounded. Students spend over 10,000 hours on average by the time they reach their 21st birthdays either playing video games, watching TV, or engaging with cell phones. In contrast, 21-year-olds average under 5,000 hours reading ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"22mkej4g01","properties":{"formattedCitation":"(Nelson & Rosen, 2008)","plainCitation":"(Nelson & Rosen, 2008)"},"citationItems":[{"id":18,"uris":[""],"uri":[""],"itemData":{"id":18,"type":"article-journal","title":"Web 2.0: A New Generation of Learners and Education","container-title":"Computers in the Schools","page":"211-225","volume":"25","issue":"3-4","source":"Open WorldCat","abstract":"New social-sharing applications are transforming the Internet from a read-only (Web 1.0) environment to a read-write ecology that many are calling Web 2.0. These tools (e.g., weblogs and wikis) enable Internet users to publish information online almost as easily as they can read online, and they have tremendous potential for learning. This article provides illustrative comparisons of Web 1.0 and Web 2.0 tools to illuminate three key characteristics of the Web 2.0 platform: (a) user-initiated publishing of information without significant technical knowledge, (b) social networking, and (c) online communities formed around specific content. Key concepts, terms, and technologies central to Web 2.0, including Education 2.0, Web 2.0 students, Web 2.0 platforms and tools, and collective wisdom, are considered, along with implications for education and future research.","ISSN":"0738-0569","shortTitle":"Web 2.0","language":"EN","author":[{"family":"Nelson","given":"Charles"},{"family":"Rosen","given":"Dina"}],"issued":{"date-parts":[["2008"]]}}}],"schema":""} (Nelson & Rosen, 2008). Coincidently, Gladwell ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"l2kgpp8sr","properties":{"formattedCitation":"(Gladwell, 2008)","plainCitation":"(Gladwell, 2008)"},"citationItems":[{"id":72,"uris":[""],"uri":[""],"itemData":{"id":72,"type":"book","title":"Outliers: the story of success","publisher":"Little, Brown and Co.","publisher-place":"New York","source":"Open WorldCat","event-place":"New York","abstract":"The best-selling author of The Tipping Point and Blink identifies the qualities of successful people, posing theories about the cultural, family, and idiosyncratic factors that shape high achievers, in a resource that covers such topics as the secrets of software billionaires, why certain cultures are associated with better academic performance, and why the Beatles earned their fame. \"In this provocative and inspiring book, Malcolm Gladwell examines everyone from business giants to scientific geniuses, sports stars to musicians, and reveals what they have in common. He looks behind the spectacular results, the myths and the legends to show what really explains exceptionally successful people.\" \"Gladwell argues that, when we try to understand success, we normally start with the wrong question. We ask 'what is this person like?' when we should really be asking 'where are they from?' The real secret of success turns out to be surprisingly simple, and it hinges on a few crucial twists in people's life stories - on the culture they grow up in and the way they spend their time.\"--BOOK JACKET.","ISBN":"9780316017923 0316017922 9780316036696 0316036692 9780316024976 031602497X","shortTitle":"Outliers","language":"English","author":[{"family":"Gladwell","given":"Malcolm"}],"issued":{"date-parts":[["2008"]]}}}],"schema":""} (2008) states that 10,000 hours is also the amount of practice it takes someone to be an expert. No wonder this generation seems so proficient with these technologies—they practice. Some social researchers attribute other negative generational trends to the use of technology, the primary one being a decline in the capacity for empathy ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"7p4ti626n","properties":{"formattedCitation":"{\\rtf (Konrath, O\\uc0\\u8217{}Brien, & Hsing, 2011)}","plainCitation":"(Konrath, O’Brien, & Hsing, 2011)"},"citationItems":[{"id":73,"uris":[""],"uri":[""],"itemData":{"id":73,"type":"article-journal","title":"Changes in dispositional empathy in American college students over time: a meta-analysis.","container-title":"Personality and social psychology review : an official journal of the Society for Personality and Social Psychology, Inc","page":"180-98","volume":"15","issue":"2","source":"Open WorldCat","abstract":"The current study examines changes over time in a commonly used measure of dispositional empathy. A cross-temporal meta-analysis was conducted on 72 samples of American college students who completed at least one of the four subscales (Empathic Concern, Perspective Taking, Fantasy, and Personal Distress) of the Interpersonal Reactivity Index (IRI) between 1979 and 2009 (total N = 13,737). Overall, the authors found changes in the most prototypically empathic subscales of the IRI: Empathic Concern was most sharply dropping, followed by Perspective Taking. The IRI Fantasy and Personal Distress subscales exhibited no changes over time. Additional analyses found that the declines in Perspective Taking and Empathic Concern are relatively recent phenomena and are most pronounced in samples from after 2000.","ISSN":"1088-8683","shortTitle":"Changes in dispositional empathy in American college students over time","language":"English","author":[{"family":"Konrath","given":"SH"},{"family":"O'Brien","given":"EH"},{"family":"Hsing","given":"C"}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (Konrath, O’Brien, & Hsing, 2011). As one researcher describes in the following passage, given the constant online connectedness of young people, the removal of face-to-face interaction, and the distancing of raw emotion, this hyper-connected generation may have the most difficulty forming real interpersonal relationships: These “digital natives” are generally timid, self-absorbed rule followers, who are immature, lack interpersonal skills, and have little global or cultural knowledge. They have been raised in an online world, and thus are not prepared to understand or do anything about the concrete, material problems that need to be addressed for the survival of the planet. Perhaps, inadvertently, the digital revolution has begun to create a generation of young people who are lacking in the very capacities the planet desperately needs them to have: the ability to work together with other humans, think boldly, creatively, and strategically about how to chart a sustainable future for us all ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"F6G5XIXn","properties":{"formattedCitation":"(Dolby, 2014, p. 42)","plainCitation":"(Dolby, 2014, p. 42)"},"citationItems":[{"id":51,"uris":[""],"uri":[""],"itemData":{"id":51,"type":"article-journal","title":"The Future of Empathy: Teaching the Millennial Generation","container-title":"Journal of College and Character","page":"39-44","volume":"15","issue":"1","source":"Open WorldCat","abstract":"Recent research points to a 40% decline in college students’ capacity for empathy over the past 4 decades (Konrath, O’Brien, & Hsing, 2011). In this article, the author reflects on undergraduates’ reaction to the case study “Toys for Haiti,” which the author created and designed to foster empathy in her students. She provides an overview of the downturn in empathy among this generation, and discusses research that demonstrates that changing daily culture can substantially increase capacity for empathy and understanding. She concludes with a discussion of why empathy is a critical and necessary skill for both individual students and for the future of the planet.","shortTitle":"The Future of Empathy","language":"No Linguistic Content","author":[{"family":"Dolby","given":"Nadine"}],"issued":{"date-parts":[["2014"]]}},"locator":"42"}],"schema":""} (Dolby, 2014, p. 42)While the decline in empathy is a consistent concern in research on digital natives, its link to technology is tenuous given the several other changed social values and norms that could be explanatory variables. Furthermore, not all researchers have taken such a bleak view of the attributes of the digital generation: “According to social researchers, this generation offers a positive world view, optimistic, team or group oriented, talented with technology and akin to American’s next great generation” ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2nachg2fbk","properties":{"formattedCitation":"(Sue Bennett et al., 2008, p. 776)","plainCitation":"(Sue Bennett et al., 2008, p. 776)"},"citationItems":[{"id":9,"uris":[""],"uri":[""],"itemData":{"id":9,"type":"article-journal","title":"The \"Digital Natives\" Debate: A Critical Review of the Evidence","container-title":"British Journal of Educational Technology","page":"775-786","volume":"39","issue":"5","source":"Open WorldCat","abstract":"The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed "digital natives" or the "Net generation", these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a "moral panic". We propose that a more measured and disinterested approach is now required to investigate "digital natives" and their implications for education.","ISSN":"0007-1013","shortTitle":"The \"Digital Natives\" Debate","language":"English","author":[{"family":"Bennett","given":"Sue"},{"family":"Maton","given":"Karl"},{"family":"Kervin","given":"Lisa"}],"issued":{"date-parts":[["2008"]]}},"locator":"776"}],"schema":""} (Bennett et al., 2008, p. 776).The Second Point of Debate: Must Education Fundamentally Change to Meet the Needs of Technological Learners or Will Technology Have a Negative Impact on Learning?The rhetoric surrounding educational change and the potential dangers of technology has been more divisive than the debate over existence of digital natives. The proponents of technology in education claim that students are currently disappointed and disengaged in their educational institutions, with courses outdated skills and content often unnecessary or irrelevant (Rosen, 2011). The traditional method of “sit and get” is disengaging and uninspiring ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"5u8kdgcd9","properties":{"formattedCitation":"(Oblinger, 2005; Prensky, 2001a)","plainCitation":"(Oblinger, 2005; Prensky, 2001a)"},"citationItems":[{"id":44,"uris":[""],"uri":[""],"itemData":{"id":44,"type":"article-journal","title":"Learners, Learning, and Technology: The EDUCAUSE Learning Initiative","container-title":"EDUCAUSE Review","page":"66-75","volume":"40","issue":"5","source":"Open WorldCat","abstract":"Information technology has had a striking impact on learners and learning. The world of learning technology today is radically different from that of just a decade ago, and the world of learning technology a decade from now will be radically different from that of today. Learning technologies are in a state of "interpretive flexibility": the technology itself is subject to change, as is also its application. However, learning technologies are affected not just by the possibilities of the technology but by the understanding of learning as well. This article discusses the EDUCAUSE Learning Initiative (ELI), a leading-edge teaching and learning initiative whose mission is to help institutions advance learning through IT innovation. ELI helps demystify both the technology and the pedagogy. Individuals throughout the institution are encouraged to use technologies and pedagogies to advance learning. ELI also provides professional development opportunities, tools, and techniques, in a range of formats. In addition to organizing location-specific conferences, ELI provides audio files, Webcasts, podcasts, blogs, publications, and tools online so that users can choose the time, place, and format convenient to them. (Contains 20 notes.)","ISSN":"1527-6619","shortTitle":"Learners, Learning, and Technology","language":"English","author":[{"family":"Oblinger","given":"Diana G"}],"issued":{"date-parts":[["2005"]]}}},{"id":34,"uris":[""],"uri":[""],"itemData":{"id":34,"type":"article-journal","title":"Digital Natives, Digital Immigrants Part 1","container-title":"On the Horizon","page":"1-6","volume":"9","issue":"5","source":"Open WorldCat","abstract":"Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.","ISSN":"1074-8121","language":"No Linguistic Content","author":[{"family":"Prensky","given":"Marc"}],"issued":{"date-parts":[["2001"]]}}}],"schema":""} (Oblinger, 2005; Prensky, 2001a). By contrast, students that are entertained, challenged, and able to navigate information through digital technology in their out-of-school hours, question the validity of static classroom experiences in their otherwise dynamic worlds ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"phjupmk9s","properties":{"formattedCitation":"(Rosen, 2011)","plainCitation":"(Rosen, 2011)"},"citationItems":[{"id":32,"uris":[""],"uri":[""],"itemData":{"id":32,"type":"article-journal","title":"Teaching the iGeneration","container-title":"Educational Leadership","page":"10-15","volume":"68","issue":"5","source":"Open WorldCat","abstract":"Children and teens today are immersed in technology. Just as we don't think about the existence of air, they don't think about technology and media. Individualized mobile devices have given them the expectation that if they conceive of something, they will be able to make it happen. Yet schools still expect these members of the iGeneration to "unitask," writes Rosen--listening to teacher lectures, completing worksheets, and writing with pen and paper. Bringing technology into education will not only get the iGeneration more involved in learning, but also put teachers in their most effective role, as facilitators of meaning-making. (Contains 1 figure.)","ISSN":"0013-1784","language":"English","author":[{"family":"Rosen","given":"Larry D"}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (Rosen, 2011). Educators that fail to accept this worldview are disregarded as Luddites and relics of a failing system who refuse to recognize and embrace the inevitable change ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"20pqnnt8kv","properties":{"formattedCitation":"(Downes & Bishop, 2012)","plainCitation":"(Downes & Bishop, 2012)"},"citationItems":[{"id":74,"uris":[""],"uri":[""],"itemData":{"id":74,"type":"article-journal","title":"Educators Engage Digital Natives and Learn from Their Experiences with Technology","container-title":"Middle School Journal","page":"6-15","volume":"43","issue":"5","source":"Open WorldCat","abstract":"Advocates of the middle school concept have long espoused the importance of being developmentally responsive to the unique nature and needs of young adolescents (National Middle School Association, 2010). As middle level schools strive to respond to the developmental needs of young adolescents, they should view students' technologies as an effective means to meet these needs. What happens when educators embrace and learn from young adolescents' preferred technologies as a way of engaging students? How and to what extent are middle grades students engaged in technology-rich classrooms? The purpose of this article is to provide a glimpse of the authors' six-year journey into middle grades students' engagement in student-centered, technology-rich classrooms. The authors begin by describing the engagement needs and expectations of "digital native" students (Prensky, 2001, 2010). They then describe the schools with which they have worked and the strategies they applied. Next they share student, teacher, principal, and parent perspectives, derived from interviews and ongoing participant observation. In particular, they highlight the attributes of technology integration that students find most engaging. Finally, they consider the challenges and opportunities that arise when implementing this kind of school change.","ISSN":"0094-0771","language":"English","author":[{"family":"Downes","given":"John M"},{"family":"Bishop","given":"Penny"}],"issued":{"date-parts":[["2012"]]}}}],"schema":""} (Downes & Bishop, 2012). Prensky (2001a, p. 2) states, “the single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of a pre-digital age), are struggling to teach a population that speaks an entirely new language.” The initial proponents of technology-based learning devalued the expertise of teachers and knowledge, while over valuing the tech-savvy student ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1t8ostp1hb","properties":{"formattedCitation":"(S Bennett & Maton, 2010)","plainCitation":"(S Bennett & Maton, 2010)"},"citationItems":[{"id":8,"uris":[""],"uri":[""],"itemData":{"id":8,"type":"article-journal","title":"Beyond the \"Digital Natives\" Debate: Towards a More Nuanced Understanding of Students' Technology Experiences","container-title":"Journal of Computer Assisted Learning","page":"321-331","volume":"26","issue":"5","source":"Open WorldCat","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 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.","ISSN":"0266-4909","shortTitle":"Beyond the \"Digital Natives\" Debate","language":"English","author":[{"family":"Bennett","given":"S"},{"family":"Maton","given":"K"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (Bennett & Maton, 2010). Clearly, it is not surprising this debate has become emotionally charged, as does any debate that seeks to place blame on a particular group or accuse them of gross incompetence. To better understand this debate, an examination of the motivation behind the initial call for change, why this call persists, and the reasons for resistance to this call are warranted.Why the Call for Educational Reform?The argument for implementation of technology in the classroom is founded on two principles. The first, through a constructivist lens, is that learning requires engagement and the active construction of knowledge by the student. Shin, Norris, & Soloway ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"V8HAun0m","properties":{"formattedCitation":"(Shin, Norris, & Soloway, 2012, p. 541)","plainCitation":"(Shin, Norris, & Soloway, 2012, p. 541)"},"citationItems":[{"id":22,"uris":[""],"uri":[""],"itemData":{"id":22,"type":"article-journal","title":"Effects of game technology on elementary student learning in mathematics","container-title":"BJET British Journal of Educational Technology","page":"540-560","volume":"43","issue":"4","source":"Open WorldCat","abstract":"This paper reports the effects of game technology on student learning in mathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks. For the next 13 weeks, both classes used a technology-based game either two times per week, or more than three times per week. A quasi-experimental control-group design with repeated measures analysis of variance and analysis of covariance was employed to explore performance differences between groups. The second study examined student learning in relation to characteristics such as their game performance, attitudes toward the game and toward mathematics, and gender and ethnicity. During a 4-month period, 50 second grade students from three classes played a technology-based game under conditions that varied depending on their teacher's direction. Multiple regression was used to determine the relationship between students' arithmetic scores and learner characteristics. Descriptive analyses by ability level, gender and ethnicity, and interview data about attitudes toward the technology game were also analyzed. Results from the two studies revealed that using a technology-based game in the classroom was beneficial to students of all ability levels in learning arithmetic skills.<br>Practitioner notes: What is already known about this topic","ISSN":"0007-1013","language":"English","author":[{"family":"Shin","given":"Namsoo, Sutherland, LeeAnn M"},{"family":"Norris","given":"Cathleen A"},{"family":"Soloway","given":"Elliot"}],"issued":{"date-parts":[["2012"]]}},"locator":"541"}],"schema":""} (2012) sum up this theory succinctly by defining learning as “the active construction of an individual’s own knowledge by integrating new information with previous experience” (p. 541). The second principle is that the 21st century worker will need technology skills to be successful in the 21st century world ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"ent4d5kj4","properties":{"formattedCitation":"(Bellanca & Brandt, 2010)","plainCitation":"(Bellanca & Brandt, 2010)"},"citationItems":[{"id":75,"uris":[""],"uri":[""],"itemData":{"id":75,"type":"book","title":"21st century skills: rethinking how students learn","publisher":"Solution Tree Press","publisher-place":"Bloomington, IN","source":"Open WorldCat","event-place":"Bloomington, IN","ISBN":"9781935249900 1935249908","shortTitle":"21st century skills","language":"English","author":[{"family":"Bellanca","given":"James A"},{"family":"Brandt","given":"Ronald S"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (Bellanca & Brandt, 2010).When technology advocates observed students in class being bored, and later those same students outside of class engaged with and excited about technology, the call for reform was born ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2ii56n8smv","properties":{"formattedCitation":"(Prensky, 2001b; Rosen, 2011; Tapscott, 1998)","plainCitation":"(Prensky, 2001b; Rosen, 2011; Tapscott, 1998)"},"citationItems":[{"id":35,"uris":[""],"uri":[""],"itemData":{"id":35,"type":"article-journal","title":"Digital Natives, Digital Immigrants Part 2: Do They Really Think Differently?","container-title":"On the Horizon","page":"1-6","volume":"9","issue":"6","source":"Open WorldCat","abstract":"Part 2 of Prensky?s paper exploring the differences between ?digital natives? and ?digital immigrants?. In this second part the author presents evidence to support these differences from neurology, social psychology and from studies done on children using games for learning.","ISSN":"1074-8121","shortTitle":"Digital Natives, Digital Immigrants Part 2","language":"English","author":[{"family":"Prensky","given":"Marc"}],"issued":{"date-parts":[["2001"]]}}},{"id":32,"uris":[""],"uri":[""],"itemData":{"id":32,"type":"article-journal","title":"Teaching the iGeneration","container-title":"Educational Leadership","page":"10-15","volume":"68","issue":"5","source":"Open WorldCat","abstract":"Children and teens today are immersed in technology. Just as we don't think about the existence of air, they don't think about technology and media. Individualized mobile devices have given them the expectation that if they conceive of something, they will be able to make it happen. Yet schools still expect these members of the iGeneration to "unitask," writes Rosen--listening to teacher lectures, completing worksheets, and writing with pen and paper. Bringing technology into education will not only get the iGeneration more involved in learning, but also put teachers in their most effective role, as facilitators of meaning-making. (Contains 1 figure.)","ISSN":"0013-1784","language":"English","author":[{"family":"Rosen","given":"Larry D"}],"issued":{"date-parts":[["2011"]]}}},{"id":47,"uris":[""],"uri":[""],"itemData":{"id":47,"type":"book","title":"Growing up digital: the rise of the net generation","publisher":"McGraw-Hill","publisher-place":"New York","source":"Open WorldCat","event-place":"New York","abstract":"\"Growing Up Digital shows how today's kids are leading the charge into the 21st century using the new media that's centered around the Internet. Just as the baby boomers of the TV generation dictated the economic, political, and cultural agenda of its time, the Net Generation, or \"N-Gen,\" is developing and imposing its culture on us all, thereby reshaping how society and individuals interact.\" \"Don Tapscott explains how members of the N-Gen are beginning to think, learn, work, play, communicate, shop, and create in fundamentally different ways from their parents. Written in collaboration with over 300 N-Geners who shared with the author their opinions, experiences, and insights, Growing Up Digital offers an eye-opening, fact-filled picture of the new youth culture.\" \"Tapscott identifies the shift from the traditional broadcast medium to the new interactive medium as the cornerstone of the N-Generation, and he compares the passive medium of television - which young people increasingly dismiss as old fashioned - to the Internet, in which the consumer has control. Tapscott vividly illustrates a new \"generation lap\" in which the N-Gen is lapping its parents on the \"info-track.\"\" \"Growing Up Digital also examines how the Net Generation is influencing the whole spectrum of society: the way we create wealth, the nature of commerce and marketing, the delivery system for entertainment, the role and dynamics of our educational system, our culture, and arguably the nature and influence of government and politics.\"--Jacket.","ISBN":"0070633614 9780070633612 0071347984 9780071347983","shortTitle":"Growing up digital","language":"English","author":[{"family":"Tapscott","given":"Don"}],"issued":{"date-parts":[["1998"]]}}}],"schema":""} (Prensky, 2001b; Rosen, 2011; Tapscott, 1998). Rosen (2011) describes how:Technology is all about engagement. Watching the intense looks on our children’s faces as they play video games, text all day long, Skype, Facebook, watch YouTube videos, and juggle a dozen websites at a time, we can clearly see that they are engaged. (p.15) Constructivist pedagogy focuses on the student using active engagement to construct his or her own knowledge. A social constructivist believes this engagement happens best through social interaction, and directly leads to learning. Assuming that online communication and collaboration is indeed a social interaction (a concession not all researchers are willing to make), then collaborative technologies that allow this type of communication, social interaction, and participatory feedback enhance learning ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1sfd9mqe69","properties":{"formattedCitation":"(Nelson & Rosen, 2008, p. 201)","plainCitation":"(Nelson & Rosen, 2008, p. 201)"},"citationItems":[{"id":18,"uris":[""],"uri":[""],"itemData":{"id":18,"type":"article-journal","title":"Web 2.0: A New Generation of Learners and Education","container-title":"Computers in the Schools","page":"211-225","volume":"25","issue":"3-4","source":"Open WorldCat","abstract":"New social-sharing applications are transforming the Internet from a read-only (Web 1.0) environment to a read-write ecology that many are calling Web 2.0. These tools (e.g., weblogs and wikis) enable Internet users to publish information online almost as easily as they can read online, and they have tremendous potential for learning. This article provides illustrative comparisons of Web 1.0 and Web 2.0 tools to illuminate three key characteristics of the Web 2.0 platform: (a) user-initiated publishing of information without significant technical knowledge, (b) social networking, and (c) online communities formed around specific content. Key concepts, terms, and technologies central to Web 2.0, including Education 2.0, Web 2.0 students, Web 2.0 platforms and tools, and collective wisdom, are considered, along with implications for education and future research.","ISSN":"0738-0569","shortTitle":"Web 2.0","language":"EN","author":[{"family":"Nelson","given":"Charles"},{"family":"Rosen","given":"Dina"}],"issued":{"date-parts":[["2008"]]}},"locator":"201"}],"schema":""} (Nelson & Rosen, 2008, p. 201). Current estimates indicate that over 3,000 schools across the nation are implementing one-to-one programs, in which one digital device is given to every child. The overall impact of these programs is unclear, as data specifically tied to student outcomes remains elusive even after two decades of research. While a few schools report an increase in student achievement data, the results are generally inconsistent and clear evidence of results is currently nonexistent ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2ekcp42a3e","properties":{"formattedCitation":"(McLester, 2011)","plainCitation":"(McLester, 2011)"},"citationItems":[{"id":76,"uris":[""],"uri":[""],"itemData":{"id":76,"type":"article-journal","title":"Lessons Learned from One-to-One","container-title":"District Administration","page":"34-39","volume":"47","issue":"6","source":"Open WorldCat","abstract":"When in 2002 Maine launched its pioneering Maine Learning Technology Initiative (MLTI) that equipped every one of the state's 30,000 seventh- and eighth-grade public school students and teachers with their own Apple iBook, all eyes were on the endeavor. As the first statewide one-to-one deployment, MLTI's $37 million education experiment represented a grand-scale commitment to a controversial technology-centric approach to education. Within the next few years, states such as Texas and Michigan followed Maine's lead with their own laptop initiatives. For all the state-legislated initiatives, millions of dollars spent and ambitious goals of revolutionizing education, however, the overall impact of one-to-one programs in the last decade remains a bit unclear. Specific data tied to improved student outcomes on standardized tests remain elusive. A 2007 survey by the University of Southern Maine's Center for Education Policy, "The Impact of the Maine Learning Technology Initiative on Teachers, Students and Learning," found a correlation between one-to-one programs and state test scores difficult to determine, noting the limitations of standardized tests in evaluating technology-centric learning. After nearly a decade of ambitious programs that put a laptop in the hands of every student, the author presents lessons veteran school leaders have to share with administrators considering one-to-one programs in their districts.","ISSN":"1537-5749","language":"English","author":[{"family":"McLester","given":"Susan"}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (McLester, 2011). However, one consistent result from studies on the technology-enriched classroom is increased student engagement. ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"25lkhdhe99","properties":{"formattedCitation":"{\\rtf (Bebell & O\\uc0\\u8217{}Dwyer, 2010)}","plainCitation":"(Bebell & O’Dwyer, 2010)"},"citationItems":[{"id":77,"uris":[""],"uri":[""],"itemData":{"id":77,"type":"article-journal","title":"Educational Outcomes and Research from 1:1 Computing Settings","container-title":"Journal of Technology, Learning, and Assessment","volume":"9","issue":"1","source":"Open WorldCat","abstract":"Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.","ISSN":"1540-2525","shortTitle":"Educational Outcomes and Research from 1","language":"English","author":[{"family":"Bebell","given":"Damian"},{"family":"O'Dwyer","given":"Laura M"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} Bebell and O’Dwyer (2010) published a summary of four empirical studies on one-to-one environments that provided evidence of increased teacher and student engagement and modest improvement in student achievement. Likewise, a white paper produced for the North Carolina State University that summarized six statewide one-to-one initiatives found that teachers and students generally agreed that laptops increased student engagement ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"29hk4cu8q5","properties":{"formattedCitation":"(Argueta et al., 2011)","plainCitation":"(Argueta et al., 2011)"},"citationItems":[{"id":43,"uris":[""],"uri":[""],"itemData":{"id":43,"type":"report","title":"Laptop initiatives: Summary of research across six states.","collection-title":"Friday Institute White Paper Series","URL":"","number":"4","author":[{"family":"Argueta","given":"R"},{"family":"Tingen","given":"J"},{"family":"Corn","given":""}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (Argueta et al., 2011). An early 2009 study of Pocket PC handheld devices employed in primary classrooms also reported increased engagement and found that students with low literacy levels benefitted the most ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"10e6dfd76f","properties":{"formattedCitation":"(Crompton & Keane, 2012)","plainCitation":"(Crompton & Keane, 2012)"},"citationItems":[{"id":78,"uris":[""],"uri":[""],"itemData":{"id":78,"type":"article-journal","title":"Implementation of a One-to-One iPod Touch Program in a Middle School","container-title":"Journal of Interactive Online Learning","page":"1-18","volume":"11","issue":"1","source":"Open WorldCat","abstract":"The purpose of this study is to investigate the implementation of a whole school one-to-one iPod Touch project in a middle school in the southeastern United States. While some focused studies have been undertaken in this new field of learning, there has been little research to date that documents activity within a whole school implementation (Chen, Kao, & Sheu, 2003; Conti-Ramsden, Durkin, & Simkin, 2010). Using Rogers' (1963, 2003) theory of diffusion of innovation as a lens for this research, we gathered data from observations, focus groups, and interviews. Our findings indicated that teachers focused on internet-based research activities, formative assessment, innovative practices, and remediation, but they often had difficulty finding appropriate applications. Teachers and students were both positive and critical regarding efficacy of this device in middle schools. (Contains 1 table and 1 figure.)","ISSN":"1541-4914","language":"English","author":[{"family":"Crompton","given":"Helen"},{"family":"Keane","given":"Julie"}],"issued":{"date-parts":[["2012"]]}}}],"schema":""} (Crompton & Keane, 2012). Another study from Taiwan in 2011 on the impact of Technology-Enabled Active Learning (TEAL) in a high school context also found increased student engagement:The TEAL students showed more positive attitudes towards going to physics class because they said it was fun. “Fun” to them meant that the instructor provided them with demonstration and hands-on activities along with lectures in a high-tech studio, which they stated was rather different from other courses they had experienced previously. ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2qnucu60vr","properties":{"formattedCitation":"(Shieh, 2012, p. 210)","plainCitation":"(Shieh, 2012, p. 210)"},"citationItems":[{"id":79,"uris":[""],"uri":[""],"itemData":{"id":79,"type":"article-journal","title":"Erratum: The impact of Technology-Enabled Active Learning (TEAL) implementation on student performance and teachers' teaching in a high school context (Computers and Education (2012) 59 (206-214))","container-title":"Comput Educ Computers and Education","volume":"59","issue":"3","source":"Open WorldCat","ISSN":"0360-1315","shortTitle":"Erratum","language":"English","author":[{"family":"Shieh","given":"R.S."}],"issued":{"date-parts":[["2012"]]}},"locator":"210"}],"schema":""} (Shieh, 2012, p. 210) A four year study of middle school students in Texas found that one-to-one laptop programs had more engaged learners and less disciplinary problems ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1q3p2o7357","properties":{"formattedCitation":"(Goodwin, 2011)","plainCitation":"(Goodwin, 2011)"},"citationItems":[{"id":80,"uris":[""],"uri":[""],"itemData":{"id":80,"type":"article-journal","title":"One-to-One Laptop Programs Are No Silver Bullet One-to-one initiatives engender enthusiasm but have mixed results","container-title":"EDUCATIONAL LEADERSHIP","page":"78-79","volume":"68","issue":"5","source":"Open WorldCat","ISSN":"0013-1784","language":"English","author":[{"family":"Goodwin","given":"B"}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (Goodwin, 2011). While technology is not a magic bullet for raising standardized test scores, the research consistently supports it as a way to increase student engagement. Why Does the Call for Educational Technology Reform Persist? Prensky’s (2001a) initial concern was that digital immigrants could not successfully teach digital natives. Considering that digital natives are born after 1980, and some members of this generation have already begun entering the classroom as teachers, a logical argument would be that the problem would naturally take care of itself, as more teachers retire and are replaced by Digital Natives. Yet the call for educational technology reform persists for two reasons. First, as explored earlier in this review, the idea of a Digital Native generation is faulty ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2lkinltdi2","properties":{"formattedCitation":"(Helsper, 2010)","plainCitation":"(Helsper, 2010)"},"citationItems":[{"id":19,"uris":[""],"uri":[""],"itemData":{"id":19,"type":"article-journal","title":"Digital natives: Where is the evidence?","container-title":"BERJ British Educational Research Journal","page":"503-520","volume":"36","issue":"3","source":"Open WorldCat","abstract":"Generational differences are seen as the cause of wide shifts in our ability to engage with technologies and the concept of the digital native has gained popularity in certain areas of policy and practice. This paper provides evidence, through the analysis of a nationally representative survey in the UK, that generation is only one of the predictors of advanced interaction with the Internet. Breadth of use, experience, gender and educational levels are also important, indeed in some cases more important than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it.","ISSN":"0141-1926","shortTitle":"Digital natives","language":"English","author":[{"family":"Helsper","given":"Ellen Johanna, Eynon, Rebecca"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (Helsper, 2010) so the emerging digital native teachers’ technology skills are likely to vary as much as those of their students. Second, there is a specific set of digital literacies that students need in order to navigate a digital world, and these literacies need to be taught ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"om820jobi","properties":{"formattedCitation":"(Ng, 2012)","plainCitation":"(Ng, 2012)"},"citationItems":[{"id":15,"uris":[""],"uri":[""],"itemData":{"id":15,"type":"article-journal","title":"Can we teach digital natives digital literacy?","container-title":"Computers & Education","page":"1065-1078","volume":"59","issue":"3","source":"Open WorldCat","abstract":"In recent years, there has been much debate about the concept of digital natives, in particular the differences between the digital natives' knowledge and adoption of digital technologies in informal versus formal educational contexts. This paper investigates the knowledge about educational technologies of a group of undergraduate students studying the course Introduction to eLearning at a university in Australia and how they adopt unfamiliar technologies into their learning. The study explores the 'digital nativeness' of these students by investigating their degree of digital literacy and the ease with which they learn to make use of unfamiliar technologies. The findings show that the undergraduates were generally able to use unfamiliar technologies easily in their learning to create useful artefacts. They need, however to be made aware of what constitutes educational technologies and be provided with the opportunity to use them for meaningful purposes. The self-perception measures of the study indicated that digital natives can be taught digital literacy.","ISSN":"0360-1315","language":"English","author":[{"family":"Ng","given":"W"}],"issued":{"date-parts":[["2012"]]}}}],"schema":""} (Ng, 2012), thus the call for reform persists ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1gt8v3t237","properties":{"formattedCitation":"(Bellanca & Brandt, 2010)","plainCitation":"(Bellanca & Brandt, 2010)"},"citationItems":[{"id":75,"uris":[""],"uri":[""],"itemData":{"id":75,"type":"book","title":"21st century skills: rethinking how students learn","publisher":"Solution Tree Press","publisher-place":"Bloomington, IN","source":"Open WorldCat","event-place":"Bloomington, IN","ISBN":"9781935249900 1935249908","shortTitle":"21st century skills","language":"English","author":[{"family":"Bellanca","given":"James A"},{"family":"Brandt","given":"Ronald S"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (Bellanca & Brandt, 2010). As technology has rapidly changed over the past two decades, digital literacy has become a blanket term to incorporate several types of literacies. Ng (2012, p.1067) identifies five literacies incorporated within the term of digital literacy. Photo-Visual literacy consists of learning to read and determine information from visual graphics and photographs. Reproduction literacy is the art of creative duplication, using digital tools to modify and combine what exists to express new ideas. Branching literacy is understanding hypertext and the ability to effectively and freely navigate information. Information literacy is the search for and critical analysis of digital information. Socio-emotional literacy is associated with online collaboration and understanding the dangers of social media. Any effort to incorporate these literacies into the curriculum will require a change in what is taught and how it is taught ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"110dpug5il","properties":{"formattedCitation":"(Bellanca & Brandt, 2010)","plainCitation":"(Bellanca & Brandt, 2010)"},"citationItems":[{"id":75,"uris":[""],"uri":[""],"itemData":{"id":75,"type":"book","title":"21st century skills: rethinking how students learn","publisher":"Solution Tree Press","publisher-place":"Bloomington, IN","source":"Open WorldCat","event-place":"Bloomington, IN","ISBN":"9781935249900 1935249908","shortTitle":"21st century skills","language":"English","author":[{"family":"Bellanca","given":"James A"},{"family":"Brandt","given":"Ronald S"}],"issued":{"date-parts":[["2010"]]}}}],"schema":""} (Bellanca & Brandt, 2010). Why is There Resistance to this Call for Educational Change?Concerns surrounding this call to reform can be summarized into three categories: the lack of empirical research to support the claims of technology helping students learn and the existence of a digital generation; the concern that digital native advocates undervalue the teacher in the rhetoric and miss the increased need for professional development; and the concern that students’ use of technology is leading to an ill-informed generation lacking the skills to read deeply or think critically.There is a lack of empirical evidence. Bennett and Mason (2008, p. 775) argue that while radical changes in education to meet the needs of digital natives are being widely promulgated, these claims are not supported by research. The empirical studies conducted thus far have often had inconclusive results ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"ymWUyjlh","properties":{"formattedCitation":"(Argueta et al., 2011; Sue Bennett et al., 2008; Thompson P, 2013)","plainCitation":"(Argueta et al., 2011; Sue Bennett et al., 2008; Thompson P, 2013)"},"citationItems":[{"id":43,"uris":[""],"uri":[""],"itemData":{"id":43,"type":"report","title":"Laptop initiatives: Summary of research across six states.","collection-title":"Friday Institute White Paper Series","URL":"","number":"4","author":[{"family":"Argueta","given":"R"},{"family":"Tingen","given":"J"},{"family":"Corn","given":""}],"issued":{"date-parts":[["2011"]]}}},{"id":9,"uris":[""],"uri":[""],"itemData":{"id":9,"type":"article-journal","title":"The \"Digital Natives\" Debate: A Critical Review of the Evidence","container-title":"British Journal of Educational Technology","page":"775-786","volume":"39","issue":"5","source":"Open WorldCat","abstract":"The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed "digital natives" or the "Net generation", these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a "moral panic". We propose that a more measured and disinterested approach is now required to investigate "digital natives" and their implications for education.","ISSN":"0007-1013","shortTitle":"The \"Digital Natives\" Debate","language":"English","author":[{"family":"Bennett","given":"Sue"},{"family":"Maton","given":"Karl"},{"family":"Kervin","given":"Lisa"}],"issued":{"date-parts":[["2008"]]}}},{"id":5,"uris":[""],"uri":[""],"itemData":{"id":5,"type":"article-journal","title":"The digital natives as learners: Technology use patterns and approaches to learning","container-title":"Comput Educ Computers and Education","page":"12-33","volume":"65","source":"Open WorldCat","ISSN":"0360-1315","shortTitle":"The digital natives as learners","language":"English","author":[{"family":"Thompson","given":"P"}],"issued":{"date-parts":[["2013"]]}}}],"schema":""} (Argueta et al., 2011; Bennett et al., 2008; Thompson, 2013). Some take umbrage with digital native advocates who assume that technology will be a silver bullet in fixing the troubles in educational systems; they assume that students are solely engaged to technology and proficient using it, and worry that these attitudes can lead to a consumer culture ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1ih9s4n91v","properties":{"formattedCitation":"(Philip & Garcia, 2013)","plainCitation":"(Philip & Garcia, 2013)"},"citationItems":[{"id":81,"uris":[""],"uri":[""],"itemData":{"id":81,"type":"article-journal","title":"The importance of still teaching the iGeneration: New technologies and the centrality of pedagogy","container-title":"Harv. Educ. Rev. Harvard Educational Review","page":"300-319","volume":"83","issue":"2","source":"Open WorldCat","ISSN":"0017-8055","shortTitle":"The importance of still teaching the iGeneration","language":"English","author":[{"family":"Philip","given":"T.M."},{"family":"Garcia","given":"A.D."}],"issued":{"date-parts":[["2013"]]}}}],"schema":""} (Philip & Garcia, 2013). While studies support the claim that technology-enhanced education leads to greater engagement, they cannot quantify the effect of the newness of the technology on the student’s perspective. It remains to be seen whether students will still feel increased engagement after the technology has been an established part of the learning ecology for several years. Further, technology certainly is not the only way to increase student engagement; as Ferriter ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2hql2dojlg","properties":{"formattedCitation":"(Ferriter, 2011)","plainCitation":"(Ferriter, 2011)"},"citationItems":[{"id":82,"uris":[""],"uri":[""],"itemData":{"id":82,"type":"article-journal","title":"Good Teaching Trumps Good Tools","container-title":"Educational Leadership","page":"84-85","volume":"68","issue":"5","author":[{"family":"Ferriter","given":"W"}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (2011) states, “Good teaching trumps good tools” (p. 84). The teacher remains a critical ingredient to successful technology innovation. It is essential that the role of the classroom teacher is not undervalued. While students’ daily use of information communication technology is predominate ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1bt1v3oc3f","properties":{"formattedCitation":"(Lenhart et al., 2010)","plainCitation":"(Lenhart et al., 2010)"},"citationItems":[{"id":33,"uris":[""],"uri":[""],"itemData":{"id":33,"type":"report","title":"Teens and Mobile Phones","publisher":"Pew Internet & American Life Project","URL":"","author":[{"family":"Lenhart","given":"Amanda"},{"family":"Ling","given":"Rich"},{"family":"Campbell","given":"Scott"},{"family":"Purcell","given":"Kristen"}],"issued":{"date-parts":[["2010",4,20]]}}}],"schema":""} (Lenhart et al., 2010), they have a limited understanding of how technology supports learning. Further, student expectations of learning with technology are correlated to their teachers’ attitudes and approaches to technology ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"67roic2nu","properties":{"formattedCitation":"(Ng, 2012)","plainCitation":"(Ng, 2012)"},"citationItems":[{"id":15,"uris":[""],"uri":[""],"itemData":{"id":15,"type":"article-journal","title":"Can we teach digital natives digital literacy?","container-title":"Computers & Education","page":"1065-1078","volume":"59","issue":"3","source":"Open WorldCat","abstract":"In recent years, there has been much debate about the concept of digital natives, in particular the differences between the digital natives' knowledge and adoption of digital technologies in informal versus formal educational contexts. This paper investigates the knowledge about educational technologies of a group of undergraduate students studying the course Introduction to eLearning at a university in Australia and how they adopt unfamiliar technologies into their learning. The study explores the 'digital nativeness' of these students by investigating their degree of digital literacy and the ease with which they learn to make use of unfamiliar technologies. The findings show that the undergraduates were generally able to use unfamiliar technologies easily in their learning to create useful artefacts. They need, however to be made aware of what constitutes educational technologies and be provided with the opportunity to use them for meaningful purposes. The self-perception measures of the study indicated that digital natives can be taught digital literacy.","ISSN":"0360-1315","language":"English","author":[{"family":"Ng","given":"W"}],"issued":{"date-parts":[["2012"]]}}}],"schema":""} (Ng, 2012). It is the context of the lesson and the pedagogy that make good, engaging teaching, rather than the technology itself; it is the teacher, not the tool ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"s2etm515f","properties":{"formattedCitation":"(Philip & Garcia, 2013)","plainCitation":"(Philip & Garcia, 2013)"},"citationItems":[{"id":81,"uris":[""],"uri":[""],"itemData":{"id":81,"type":"article-journal","title":"The importance of still teaching the iGeneration: New technologies and the centrality of pedagogy","container-title":"Harv. Educ. Rev. Harvard Educational Review","page":"300-319","volume":"83","issue":"2","source":"Open WorldCat","ISSN":"0017-8055","shortTitle":"The importance of still teaching the iGeneration","language":"English","author":[{"family":"Philip","given":"T.M."},{"family":"Garcia","given":"A.D."}],"issued":{"date-parts":[["2013"]]}}}],"schema":""} (Philip & Garcia, 2013). Simply adding a classroom laptop cart or distributing mobile devices will not improve test scores, change a teacher’s ability to engage or manage a classroom, or provide students with the context necessary to build relevancy ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"18fjh0tl2g","properties":{"formattedCitation":"(Richardson, 2013)","plainCitation":"(Richardson, 2013)"},"citationItems":[{"id":83,"uris":[""],"uri":[""],"itemData":{"id":83,"type":"article-journal","title":"Students first, not stuff","container-title":"Educ. Leadersh. Educational Leadership","page":"10-14","volume":"70","issue":"6","source":"Open WorldCat","ISSN":"0013-1784","language":"English","author":[{"family":"Richardson","given":"William"}],"issued":{"date-parts":[["2013"]]}}}],"schema":""} (Richardson, 2013). To realize any type of educational reform, the teacher’s attitude and a well-conceived professional development plan are key components.A strong professional development program in incorporating technology correlates to more teacher buy-in, support and leadership from the administration, and a successful implementation. Likewise, in schools where there is little to no professional development, the implementation was less effective: “Across the four empirical studies, it is evident that teachers play an essential role in the effective implementation of 1:1 initiatives and that the onus of responsibility for implementation often falls to the teacher” ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1tkq8drg3f","properties":{"formattedCitation":"{\\rtf (Bebell & O\\uc0\\u8217{}Dwyer, 2010, p. 8)}","plainCitation":"(Bebell & O’Dwyer, 2010, p. 8)"},"citationItems":[{"id":77,"uris":[""],"uri":[""],"itemData":{"id":77,"type":"article-journal","title":"Educational Outcomes and Research from 1:1 Computing Settings","container-title":"Journal of Technology, Learning, and Assessment","volume":"9","issue":"1","source":"Open WorldCat","abstract":"Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.","ISSN":"1540-2525","shortTitle":"Educational Outcomes and Research from 1","language":"English","author":[{"family":"Bebell","given":"Damian"},{"family":"O'Dwyer","given":"Laura M"}],"issued":{"date-parts":[["2010"]]}},"locator":"8"}],"schema":""} (Bebell & O’Dwyer, 2010, p. 8). In their study of one-to-one programs across five middle schools, Bebell & Kay (2010) attributed poor technology implementation to lack of teacher knowledge and buy-in, concluding, “It is impossible to overstate the power of individual teachers in the success or failure of 1:1 computing” (p.47, as cited in Goodwin, 2011, p. 79).Through these studies, some best practices—including funding, product choice, teacher buy-in, and instructional practices—have emerged for developing a professional development program to support one-to-one implementation. Professional development programs for technology implementation need to be adequately funded. In a study across 45 schools in North Carolina, successful schools reserved 25% of their technology budgets for professional development ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"13dhfm0m0b","properties":{"formattedCitation":"(Overbay, Mollette, & Vasu, 2011)","plainCitation":"(Overbay, Mollette, & Vasu, 2011)"},"citationItems":[{"id":84,"uris":[""],"uri":[""],"itemData":{"id":84,"type":"article-journal","title":"A Technology Plan That Works","container-title":"Educational Leadership","page":"56-59","volume":"68","issue":"5","source":"Open WorldCat","abstract":"Digital learners are hungry to use technology in school. And many schools are responding by delivering cutting-edge equipment to all teachers and students and infusing this technology into instruction. This is all well and good. But as evaluators with the Friday Institute for Educational Innovation, the authors have observed several major statewide technology initiatives in action, and although some schools have met with exceptional success as they infuse technology into learning, many others have not. This article presents five lessons administrators should keep in mind as they implement new technology initiatives.","ISSN":"0013-1784","language":"English","author":[{"family":"Overbay","given":"Amy"},{"family":"Mollette","given":"Melinda"},{"family":"Vasu","given":"Ellen S"}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (Overbay, Mollette, & Vasu, 2011). Professional development efforts also need to focus on implementation in the classroom rather than proficiency with a particular product ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1ch8c4ntb5","properties":{"formattedCitation":"(Argueta et al., 2011)","plainCitation":"(Argueta et al., 2011)"},"citationItems":[{"id":43,"uris":[""],"uri":[""],"itemData":{"id":43,"type":"report","title":"Laptop initiatives: Summary of research across six states.","collection-title":"Friday Institute White Paper Series","URL":"","number":"4","author":[{"family":"Argueta","given":"R"},{"family":"Tingen","given":"J"},{"family":"Corn","given":""}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (Argueta et al., 2011). Teacher buy-in and a focus on instructional practices are both key factors in successful technology implementation ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1o114b4t16","properties":{"formattedCitation":"(Spires, Oliver, & Corn, 2012)","plainCitation":"(Spires, Oliver, & Corn, 2012)"},"citationItems":[{"id":85,"uris":[""],"uri":[""],"itemData":{"id":85,"type":"article-journal","title":"The New Learning Ecology of One-to-One Computing Environments: Preparing Teachers for Shifting Dynamics and Relationships","container-title":"Journal of Digital Learning in Teacher Education","page":"63-72","volume":"28","issue":"2","source":"Open WorldCat","abstract":"Despite growing research and evaluation results on one-to-one computing environments, how these environments affect learning in schools remains underexamined. The purpose of this article is twofold: (a) to use a theoretical lens, namely a new learning ecology, to frame the dynamic changes as well as challenges that are introduced by a one-to-one laptop computing initiative; and (b) to highlight the shifting dynamics and relationships in the new learning ecology that emerging research has shown have implications for better preparing teachers and students to manage the change. The new learning ecology is an evolving attempt to create a multifaceted theoretical frame that takes into account the complexity of one-to-one teaching and learning environments. Future scholarly activity on one-to-one environments should provide coherence around research and theoretical agendas so that practitioners can better operationalize findings in their practice. (Contains 2 figures.)","ISSN":"2153-2974","shortTitle":"The New Learning Ecology of One-to-One Computing Environments","language":"English","author":[{"family":"Spires","given":"Hiller A"},{"family":"Oliver","given":"Kevin"},{"family":"Corn","given":"Jenifer"}],"issued":{"date-parts":[["2012"]]}}}],"schema":""} (Spires, Oliver, & Corn, 2012). Teacher attitudes are critical to success. Teaching experience is not as important as one’s attitude towards change, and being active and persistent in confronting the challenge of implementing technologies in the classroom. This finding again challenges Prensky’s (2001) Digital Immigrant theory. Successful innovation has a wide base of teacher buy-in, and motivates the teacher to participate in professional development ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"20llu3utao","properties":{"formattedCitation":"(Shieh R.S, 2012)","plainCitation":"(Shieh R.S, 2012)","dontUpdate":true},"citationItems":[{"id":79,"uris":[""],"uri":[""],"itemData":{"id":79,"type":"article-journal","title":"Erratum: The impact of Technology-Enabled Active Learning (TEAL) implementation on student performance and teachers' teaching in a high school context (Computers and Education (2012) 59 (206-214))","container-title":"Comput Educ Computers and Education","volume":"59","issue":"3","source":"Open WorldCat","ISSN":"0360-1315","shortTitle":"Erratum","language":"English","author":[{"family":"Shieh","given":"R.S."}],"issued":{"date-parts":[["2012"]]}}}],"schema":""} (Shieh, 2012). The times when training was offered, and the types of training offered, also play a role in teachers’ willingness to participate. Well-planned and sustained professional development is more effective than sporadic training (Argueta &et al., 2011). Teacher input is important to planning for teacher training opportunities, to allow for a variety of types of sessions and tailoring sessions to specific teacher needs (Overbay et al., 2011).To describe technology in education, Richardson (2013) leads with a quote by Neil Postman: “Technological change is not additive, it is ecological, which means, it changes everything” (p. 10). Many critics of technology initiatives are more critical of the lack of change than the proposed change itself. Norris and Soloway ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"uqi5eohjd","properties":{"formattedCitation":"(Norris & Soloway, 2010)","plainCitation":"(Norris & Soloway, 2010)"},"citationItems":[{"id":86,"uris":[""],"uri":[""],"itemData":{"id":86,"type":"webpage","title":"One-to-One Computing Has Failed Our Expectations","container-title":"District Administration Magazine","abstract":"One-to-one computing has not lived up to its expectations. Providing each student with a laptop computer has not resulted in significant achievement gains. In an analysis of previous studies on 1:1, B","URL":"","author":[{"family":"Norris","given":"Cathleen A"},{"family":"Soloway","given":"Elliot"}],"issued":{"date-parts":[["2010",5]]},"accessed":{"date-parts":[["2014",3,30]]}}}],"schema":""} (2010) argue that schools are mistakenly using the device as little more than glorified pencils. Way too often, technology is viewed as an add-on, rather than central to the instructional process: “Instead of teachers changing lessons to take advantage of the technology, they’re still too often using it only occasionally, and often just as a reward for students who’ve finished class work early” (Norris & Soloway, as cited by McLester, 2011). There is concern that technology lessons are “old wine in new bottles” (Richardson, 2013), and technological investments are wasted on classrooms that fail to implement them in a new and engaging manner. As Cuban (2010) and others have pointed out, schools have spent billions of dollars on technology that, by almost every measure, has had little or no widespread effect. No doubt, schools have spent millions of dollars on iPads and interactive whiteboards in environments that do little more than deliver digitalized worksheets or teacher-directed content to students (Richardson, 2013, p.12). Ferriter (2013) argues that he could theoretically successfully prepare his students without any technology in the classroom. While he is not arguing for the latter, his point is that good teaching trumps good tools, and “focusing on specific digital tools instead of instructional skills they’re designed to support often leads to poor technology integration” (p. 84). Irrespective of one’s stance on the changes required in instructional practice, recognizing the importance of the classroom teacher and creating a well-planned professional development program remain essential to technology implementation; otherwise, schools risk that technology will be oversold and underused. There is concern that technology leads to shallow thinking. Some evidence suggests that digital media is creating a generation of shallow thinkers, so used to a constant barrage of digital messages that they can no longer engage with content at a deeper level. These educators are concerned that students are not able to read complex text, which requires focused attention that runs counter to their multi-tasking and entertainment uses of technology ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"169j3tgnd","properties":{"formattedCitation":"(Okan, 2003)","plainCitation":"(Okan, 2003)"},"citationItems":[{"id":89,"uris":[""],"uri":[""],"itemData":{"id":89,"type":"article-journal","title":"Edutainment: is learning at risk?","container-title":"British Journal of Educational Technology","page":"255-264","volume":"34","issue":"3","source":"EBSCOhost","abstract":"Abstract Since the early 1990s interest has surged in developing edutainment software, namely applications that possess the allure of electronic games while achieving educational goals. In the rush to adopt this new seemingly harmless technological fad, both educators and parents overlooked its long-term harmful effects. The aim of this article is to draw attention to these effects, particularly to the inflated expectation in the learners that the process of learning should always be colourful and fun, and that they can acquire information without work and serious study. It argues that what is essential is realizing that education is concerned with the development of cognitive structures and that educational technology is a medium, not a pedagogy that is useful in creating such learning environments. In this context, it may be time to examine critically the educational potential of edutainment software together with the advantages and disadvantages it might bring to the instructional process. The discussion begins, after a brief definition of edutainment, with an understanding of what technology and education entail. Then the discussion broadens to a critique of problems with edutainment drawing on the findings of educational psychology.","DOI":"10.1111/1467-8535.00325","ISSN":"00071013","shortTitle":"Edutainment","journalAbbreviation":"British Journal of Educational Technology","author":[{"family":"Okan","given":"Zühal"}],"issued":{"date-parts":[["2003",6]]},"accessed":{"date-parts":[["2014",3,30]]}}}],"schema":""} (Okan, 2003). Citing the ACT college readiness study, Bauerlein (2011) observes that a major distinction between those who are college-ready and those who are not is the ability to comprehend complex text. He advocates for an hour of slow reading every day, and occasionally assigning research papers without online tools. He believes this will slow down student learning and allow for deeper thinking. Another tension exists with the ease of online publishing. Digital tools have now cluttered the files of academic discourse with too many opinions, and not enough objective summaries that lead to well-reasoned argument (Bauerlein, 2011). The fears that students are no longer able to read deeply or write critically for academic discourse, and that technology is impeding their ability to form meaningful interpersonal relationships and develop the capacity for empathy ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"n8sa1la8k","properties":{"formattedCitation":"(Konrath et al., 2011)","plainCitation":"(Konrath et al., 2011)"},"citationItems":[{"id":73,"uris":[""],"uri":[""],"itemData":{"id":73,"type":"article-journal","title":"Changes in dispositional empathy in American college students over time: a meta-analysis.","container-title":"Personality and social psychology review : an official journal of the Society for Personality and Social Psychology, Inc","page":"180-98","volume":"15","issue":"2","source":"Open WorldCat","abstract":"The current study examines changes over time in a commonly used measure of dispositional empathy. A cross-temporal meta-analysis was conducted on 72 samples of American college students who completed at least one of the four subscales (Empathic Concern, Perspective Taking, Fantasy, and Personal Distress) of the Interpersonal Reactivity Index (IRI) between 1979 and 2009 (total N = 13,737). Overall, the authors found changes in the most prototypically empathic subscales of the IRI: Empathic Concern was most sharply dropping, followed by Perspective Taking. The IRI Fantasy and Personal Distress subscales exhibited no changes over time. Additional analyses found that the declines in Perspective Taking and Empathic Concern are relatively recent phenomena and are most pronounced in samples from after 2000.","ISSN":"1088-8683","shortTitle":"Changes in dispositional empathy in American college students over time","language":"English","author":[{"family":"Konrath","given":"SH"},{"family":"O'Brien","given":"EH"},{"family":"Hsing","given":"C"}],"issued":{"date-parts":[["2011"]]}}}],"schema":""} (Konrath et al., 2011), suggest we consider striking a careful balance between technology integration and technology downtime. Prensky ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1f5oerts4l","properties":{"formattedCitation":"(Prensky, 2013)","plainCitation":"(Prensky, 2013)"},"citationItems":[{"id":91,"uris":[""],"uri":[""],"itemData":{"id":91,"type":"article-journal","title":"Our Brains Extended.","container-title":"Educational Leadership","volume":"70","issue":"6","source":"Open WorldCat","ISSN":"0013-1784","language":"English","author":[{"family":"Prensky","given":"Marc"}],"issued":{"date-parts":[["2013"]]}}}],"schema":""} (2013) and Digital Native advocates counter, “anyone who maintains that we should continue to teach and use both the old ways and the new is suggesting that we maintain an expensive horse in the barn in case our car breaks down” (p.24). Clearly, there is need for additional study in this area.It is time to Reframe the Debate.Regardless of how they are labeled, there is a new generation of students who are saturated in technologies, and these students need to be taught. Education must change to accommodate both the use of digital technology in the classroom and the digital literacies that students will need to be proficient, productive members of society. There is still much that is unknown about the role technology plays in how students learn, how the brain processes information, and how students transfer knowledge to achieve critical problem solving. Educators are right to slow down and take a critical look at the empirical data that exists, gather more experience, and make informed decisions on how, when and where technology should be inserted or removed from their students’ curriculum. As Thompson (2013) summarizes,technology is not a deterministic force that usurps the role of the teacher while molding students’ brains according to its own ends, as much of the popular press literature seems to imply. Technology is indeed an important influence in students’ lives, but it is one influence among many, and teachers still have an opportunity to help their digital native students navigate successfully through the promises and pitfalls of learning in the digital world. ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1gn7vsf9nu","properties":{"formattedCitation":"(Thompson, 2013, p. 23)","plainCitation":"(Thompson, 2013, p. 23)"},"citationItems":[{"id":5,"uris":[""],"uri":[""],"itemData":{"id":5,"type":"article-journal","title":"The digital natives as learners: Technology use patterns and approaches to learning","container-title":"Comput Educ Computers and Education","page":"12-33","volume":"65","source":"Open WorldCat","ISSN":"0360-1315","shortTitle":"The digital natives as learners","language":"English","author":[{"family":"Thompson","given":"P"}],"issued":{"date-parts":[["2013"]]}},"locator":"23"}],"schema":""} ( p. 23)Technology is not going away. It will continue to grow, morph, and change, as all human endeavors inevitably do. The genie cannot be put back into the bottle, but educators do still have control over the influence of technology in the classroom. Exactly what influence is appropriate, and how technology is best deployed in the classroom, should be research priorities. Future research will point the way to practices that propel learning and prepare students for success in an environment powered by technology. References ADDIN ZOTERO_BIBL {"custom":[]} CSL_BIBLIOGRAPHY Argueta, R., Huff, J., Tingen, J., & Corn, J. O. (2011). Laptop initiatives: Summary of research across six states. (No. 4). Retrieved from , M. (2011). Too dumb for complex texts? Educational Leadership, 68(5), 28–33.Bebell, D., & O’Dwyer, L. M. (2010). Educational outcomes and research from 1:1 computing settings. Journal of Technology, Learning, and Assessment, 9(1).Bellanca, J. A., & Brandt, R. S. 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