In 2001, Mark Prensky authored Digital Natives, Digital Immigrants in which he stated a discontinuity had taken place and that today’s students “think and process information fundamentally differently from their predecessors” (Prensky, 2001, p. 1). As a result, fundamental changes to education should be sought to accommodate this evolution. Prensky asserts that teachers must find a way to instruct what he calls both legacy (reading, writing, arithmetic, logical thinking, etc.) and future content (software, hardware, robotics, nanotechnology, etc.) in a style more conducive to their students apparent learning style which includes moving through material faster and less step-by-step instruction (Prensky, 2001).

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