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).
As an addendum to my last post, Scot Terban, author of the blog Krypt3ia which often discusses the intersection of information security and media psychology, recently wrote about the topic of digital immigrants and digital natives. But Scot goes a bit further to remark about digital natives, their online actvities and what he has termed the Lord of the Flies effect. Continue reading
As both digital immigrants and digital natives, we are witnessing an evolution in technology brought about at a much faster rate during our lifetimes due to changes in technologies which build upon on one another. This is something we typically didn’t see much of in the past because early adoption of new technologies happened in scientific communities, in the military and among the wealthy. Now, capitalism drives early adoption to the lowest level – the consumer – in order to increase profit, which in turn increases the demand for innovation, and so on. iPads, for example, seem to come out at least once a year these days, if not more often. Continue reading