Week 1 reflection: The Digital Natives debate: A critical review of the evidence

I agree with majority of the arguments proposed by Bennett, Maton and Kervin; as they argue that Prensky’s assumptions and allegations have little or no supportive evidence. Prensky (2001) suggests that all people born between 1980 and 1994 are “digital natives” (Bennett, Maton and Kervin, 2007). Meaning they have surrounded themselves with technology in their everyday life thus they think and process information differently from other generations (Bennett et al. 2007). He also claims this generation speaks a digital language, can access information fast, multi task, and network and prefers graphics before text (Bennett et al. 2007). This generalisation has challenged the education system to change pedagogy, assessment, instruction and professional development to accommodate skills and interests of the digital native generation (Bennett et al. 2007).

The other side of this argument presents that all people born prior to 1980 are “digital immigrants” (Prensky 2001 cited in Bennett et al. 2007). This generation which includes most teachers have started to use technology at the later stages of life; so not born into a digital world, they have old traits and habits, and prefer text before graphics (Prensky 2001 cited in Bennett et al. 2007). He claims that this generation will never be fluent and reach a competent standard with technology.

Bennett et al (2007) state that there are many contextual factors that can influence these claims such as culture, socio-economic status, age group, family, access and exposure; thus effecting skills and uses of technology.  Recent research demonstrates “low levels of skills of the digital native’s generation due to a diverse view of the role of technology in lives of young people” (Bennett et al 2007, p.778). In a survey of 4374 students in United States only 93.4% owned personal computers, 82% had a mobile phone and only 21% were creating own content and multimedia (Bennett et al 2007). In Australia, university students are not utilizing emerging technology; 21% have a blog, and 24% have social networking technologies (Bennett et al 2007). 

            Prensky insists that digital natives learn differently compared to past generations; “Our students are changing radically. Today’s students are no longer the people our educational system was designed to teach” (Prensky, 2001 cited in Bennett, et al. 2007, p.776), therefore our educational institutions are becoming “outdated” and “irrelevant” (Prensky, 2001 cited in Bennett, et al. 2007). Bennett et al (2007) opposes this view, suggesting that some of the skills fixed to “digital natives” like multi tasking are not limited just to this group rather this skill can be possessed by people in the “digital immigrant” group. Hence supporting there is little evidence to state such a claim and cause “moral panic” within the educational system; there is no evidence to suggest that there is “widespread profound disengagement in learning” (Bennett, et al. 2007, p.281).     

        Some points made my Prensky do seem relevant in today’s society. For example, education methodology could be open and responsive to some changes in the teaching of curriculum, but I strongly agree and support further research is needed to clarify Prensky’s allegations.

Bennett. S., Maton. K., and Kervin. L. (2007) The digital natives debate: A critical        review of the evidence. British Journal of Eduactional Technology. Vol 39, p.   775-786

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