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Digital natives: Exploring the diversity of young people’s experience with technology

Chapter


Abstract


  • The concept of ‘digital natives’, based on assumptions of high technology

    literacy of the current generation of students, has triggered extensive discussion

    and debate in relation to technology use in higher education. Whilst

    several previous studies have demonstrated that generational views of technology

    literacy and engagement are not useful to the planning of future teaching and

    learning developments in higher education (Helsper and Eynon 2009; Kennedy

    et al. 2008; Bennett and Maton 2010), the digital natives discussion has eventually

    led to research offering a greater insight into the reality of students’ engagement

    with technology. From the non-empirical foundations of the digital natives concept

    through initial quantitative studies and now towards new in-depth qualitative

    studies, a greater understanding is being developed of the diversity that exists

    around students’ adopt and use of technology. This chapter reports on a study

    which aims to further the understanding of the motivations, attitudes and practices

    of young people in relation to technology. Eight student case studies are presented

    which provide an in-depth exploration of the stories behind students’ choices and

    uses of technology across the contexts of their everyday life and academic study.

Publication Date


  • 2013

Citation


  • Corrin, L., Bennett, S. & Lockyer, L. (2013). Digital natives: Exploring the diversity of young people’s experience with technology. In R. Huang, Kinshuk & J. Spector (Eds.), Reshaping Learning: Frontiers of Learning Technology in a Global Context (pp. 113-138). Heidelberg, Germany: Springer-Verlag.

International Standard Book Number (isbn) 13


  • 9783642323003

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/432

Book Title


  • Reshaping Learning: Frontiers of Learning Technology in a Global Context

Start Page


  • 113

End Page


  • 138

Place Of Publication


  • Heidelberg, Germany

Abstract


  • The concept of ‘digital natives’, based on assumptions of high technology

    literacy of the current generation of students, has triggered extensive discussion

    and debate in relation to technology use in higher education. Whilst

    several previous studies have demonstrated that generational views of technology

    literacy and engagement are not useful to the planning of future teaching and

    learning developments in higher education (Helsper and Eynon 2009; Kennedy

    et al. 2008; Bennett and Maton 2010), the digital natives discussion has eventually

    led to research offering a greater insight into the reality of students’ engagement

    with technology. From the non-empirical foundations of the digital natives concept

    through initial quantitative studies and now towards new in-depth qualitative

    studies, a greater understanding is being developed of the diversity that exists

    around students’ adopt and use of technology. This chapter reports on a study

    which aims to further the understanding of the motivations, attitudes and practices

    of young people in relation to technology. Eight student case studies are presented

    which provide an in-depth exploration of the stories behind students’ choices and

    uses of technology across the contexts of their everyday life and academic study.

Publication Date


  • 2013

Citation


  • Corrin, L., Bennett, S. & Lockyer, L. (2013). Digital natives: Exploring the diversity of young people’s experience with technology. In R. Huang, Kinshuk & J. Spector (Eds.), Reshaping Learning: Frontiers of Learning Technology in a Global Context (pp. 113-138). Heidelberg, Germany: Springer-Verlag.

International Standard Book Number (isbn) 13


  • 9783642323003

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/432

Book Title


  • Reshaping Learning: Frontiers of Learning Technology in a Global Context

Start Page


  • 113

End Page


  • 138

Place Of Publication


  • Heidelberg, Germany