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Beyond the 'digital natives' debate: towards a more nuanced understanding of students' technology experiences

Journal Article


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Abstract


  • The idea of ‘the digital natives’, a generation of tech-savvy young people immersed in

    digital technologies for which current education systems cannot cater, has gained

    widespread 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 native 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 conceptualising 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.

Authors


Publication Date


  • 2010

Citation


  • Bennett, S. J. & Maton, K. (2010). Beyond the 'digital natives' debate: towards a more nuanced understanding of students' technology experiences. Journal of Computer Assisted Learning, 26 (5), 321-331.

Scopus Eid


  • 2-s2.0-77956774494

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2330&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1015

Has Global Citation Frequency


Number Of Pages


  • 10

Start Page


  • 321

End Page


  • 331

Volume


  • 26

Issue


  • 5

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 native 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 conceptualising 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.

Authors


Publication Date


  • 2010

Citation


  • Bennett, S. J. & Maton, K. (2010). Beyond the 'digital natives' debate: towards a more nuanced understanding of students' technology experiences. Journal of Computer Assisted Learning, 26 (5), 321-331.

Scopus Eid


  • 2-s2.0-77956774494

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2330&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1015

Has Global Citation Frequency


Number Of Pages


  • 10

Start Page


  • 321

End Page


  • 331

Volume


  • 26

Issue


  • 5