No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Digital Natives: Where Is the Evidence?
Abstract
Generational differences are seen as the cause of wide shifts in our ability to engage with technologies
and the concept of the digital native has gained popularity in certain areas of policy and practice.
This paper provides evidence, through the analysis of a nationally representative survey in the UK,
that generation is only one of the predictors of advanced interaction with the Internet. Breadth of
use, experience, gender and educational levels are also important, indeed in some cases more important
than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it.
... Well, after these years, educational research focused on this issue. Various studies (Helsper and Eynon 2009;Kirschner and Bruyckere 2017;Creighton 2018) addressed the idea-concept about digital natives. For instance, Helsper and Eynon (2009) demystified this model of digital stratification by stating that other dimensions, such as internet access, availability of devices or schooling, conditioned the assimilation of digital skills more than age. ...
... Various studies (Helsper and Eynon 2009;Kirschner and Bruyckere 2017;Creighton 2018) addressed the idea-concept about digital natives. For instance, Helsper and Eynon (2009) demystified this model of digital stratification by stating that other dimensions, such as internet access, availability of devices or schooling, conditioned the assimilation of digital skills more than age. Similarly, Kirschner and Bruyckere (2017) revealed in their study that the supposed multitasking and innate potential of the digital native student body in virtual contexts does not exist. ...
Myths are universal narratives linked to objects, shaping social and personal identities. Technologies generate modern myths, influencing choices and impacting our lives. The present study focuses on EdTech myths. From a qualitative methodological approach based on codesign, five relevant EdTech myths are identified. Subsequently, the analysis was carried out from (1) a hermeneutic approach, based on the authors' experience in the field of EdTech, and (2) a review and contrast of relevant scientific literature. The results explain, firstly, why these myths arise and persist in EdTech; secondly, the study can help to demystify them. In general, EdTech myths impoverish digital technology-mediated education because they consider it from an extensively reductionist perspective, especially from EdTech capitalism. This is why we need to pay more attention to EdTech myths, to set up an educational agenda leading to action categories and the critical transformation of the education-technology relationship. ARTICLE HISTORY
... Research points to "an increase in aggression on the one hand and the emergence of elements of quieter, more subdued behaviour on the other" (Pais, 2013: 15). Helsper and Eynon (2010) question whether the generational definition of 'digital natives' is as clear-cut as some of the literature claims. Young people have been called the net generation, the Google generation or the millennial generation: most of these terms seek to highlight young people's relationship with technology and the important role it plays in the lives of new generations. ...
... However, age was not the only significant variable explaining these activities: gender, education, level of ICT experience and use also play a role in shaping them. In fact, in all cases, immersion in the digital environment (i.e. the range of activities people do online) is the most important variable in predicting whether someone is a digital native in terms of their use of technology (Helsper and Eynon, 2010). ...
... The digital generations paradox has left a contested concept in the literacy domain. While some studies have challenged this paradox (e.g., Bennet & Maton, 2010;Buckingham, 2006;Helsper & Eynon, 2010;Spiegel, 2021), others have accepted this categorization and conceptualized their studies around this paradox (e.g., Cozma & Hallaq, 2019;Dyikuk, 2019;Grigoryan, 2018;Li et al., 2020;Oriji & Torunarigha, 2020). Both types of studies closely examined young generations' dispositions, including learners' attitudes (Grigoryan, 2018), language acquisition (Men & Noordin, 2019), characteristics of ideal teachers (Helaluddin et al., 2020), and local digital culture (Watson, 2013). ...
Digital practices have become more prominent due to the growing demand in digital exposure in education. While technology has been used as a metaphorical divide between generations in many studies, very few studies include individuals’ definitions of their generational sense of belonging. By administering an online questionnaire (N=111) and conducting semi-structured interviews with pre-service and in-service teachers (n=6), this mixed methods study aimed to capture participants’ self-definitions and changes in these definitions. The results of this study provided evidence about the convergence impact of technology in educators’ personal and professional lives. This study contributes to the field of digital literacy by offering different perspectives about digital generations and discussing the use of technology to create collaborative and cooperative educational settings.
... For instance, Bennett, Maton, and Kervin critically reviewed the evidence and found that the concept oversimplifies the relationship between young people and technology (Bennett et al., 2008). Similarly, Helsper and Eynon questioned the existence of digital natives and emphasized the need for evidence to support such claims (Helsper & Eynon, 2010). These articles argue that the term falsely suggests that young people possess innate digital skills and overlooks the diversity of experiences and skills among young individuals. ...
Pharmacy education has seen a transformation with e-learning. Using a computer-supported collaborative learning environment has proven effective in achieving the learning objectives of the new curriculum in this field. The educational institutions offer the pharmacy internship course in the classroom and educational pharmacies in the presence of students. Because of Covid-19 restrictions, classes are being held online. Achieving the desired learning outcomes for this lesson can be challenging because of its practical and skill-based nature. As a result, creating customized learning experiences that align with the lesson's objectives is crucial. This study was quasi-experimental and involved students who had selected an internship. The control group received traditional instruction, while the intervention group was taught using a combination of conventional education and an application. The learning outcomes were evaluated through learning and motivation tests using the MSLQ questionnaire. The intervention group had a mean score of 79 ± 0.117, while the control group had a mean score of 69 ± 0.195, showing that the intervention group had significantly higher learning (p < 0.05). Regarding motivation, the intervention group had a mean score of 110.4 ± 17.76, while the control group had a mean score of 113.94 ± 19.67, with no significant difference observed (p > 0.05). The application's simulated pharmacy environment improved the conditions for trainees to read different prescription sheets, providing a realistic learning experience. Using the application increased students' learning. Even though there was no significant variation in motivation between the two sets, students who used the app expressed a greater interest in education.
... Specifically, digital immigrants cultivated their digital competences over the years by adopting and integrating ICT into their daily lives and routines, while digital natives are tech-savvy and have a natural aptitude for digital technologies due to their being surrounded by technology since birth [43][44][45][46]. The individuals of the two digital generations are characterized by different experiences, skills, and levels of proficiency in handling technological applications and devices, which can affect their behavior toward, viewpoints of, and competences in using technology in education [47][48][49][50][51][52][53]. This divergence can be the cause of various problems in educational contexts, particularly in technology-enhanced learning environments [54]. ...
The COVID-19 pandemic caused a global health crisis that led to a sudden migration of many educational activities to digital environments. This migration affected the digitization process of higher education. This paper conducts a quantitative statistical analysis of the impact that the COVID-19 pandemic had on the habits of use of information and communication technologies (ICT) among 426 Latin American university professors in engineering areas. In particular, this impact has been analyzed in terms of the digital generation of the participating professors. To achieve this, the responses given by them on a validated questionnaire were examined for the purposes of this research. As a result, the COVID-19 pandemic has led to an increase of up to 47% in the use of ICT among engineering professors, but unevenly according to the different uses of these tools within the teaching activity. In addition, in engineering areas, it seems that digital natives have increased their use of ICT more than digital immigrants after the pandemic (between 8% and 20%, depending on the type of digital tool in question). It is suggested that universities take measures for the digital integration of older professors.
... As such, a postdigital perspective on education can help to guard against sweeping, often discriminatory, claims. For example, from a postdigital perspective, it is not appropriate to divide people into 'digital natives' or 'digital immigrants' (a distinction based on when you were born that determines how capable you can be with digital technology) (Prensky 2001), because of differences in access, infrastructure, interest, support networks, forms of technical and critical knowledge, and more (Bayne and Ross 2007;Helsper and Eynon 2010). It problematises claims that online students are less engaged than on campus students, or that 'online learning' is inferior to 'on campus education' , since engagement, outcomes and experiences are contingent on a complex combination of variables including infrastructure, design, the expertise and attitudes of educators and students, and so on (Fawns 2019). ...
... Moreover, Floridi differentiates the digital divide as vertical, existing between past generations and horizontal, existing among individuals with and without access to technology. The digital divide is evident between families, within countries, learning environments, between urban and rural areas or between high and low-income schools (Chen, 2015;Floridi, 2001;Helsper & Eynon, 2009;Selwyn & Facer, 2014). These discrepancies exist in the same landscape with the proliferation of technologies and digitization of education (Ball & Grimaldi, 2021). ...
Technology builds upon the available literature in equity and inclusion through educational technology while providing further research opportunities in this dynamic and growing field. It provides the opportunity for reflection on this crucial issue by increasing the understanding of the importance of inclusion and equity in the context of educational improvements and providing relevant academic work, empirical research findings, and an overview of this relevant field for educators and administrators of both K-12 and higher education, government officials, pre-service teachers, teacher educators, librarians, researchers, and academicians"-Provided by publisher. Identifiers: LCCN 2022047451 (print) | LCCN 2022047452 (ebook) | ISBN 9781668468685 (hardcover) | ISBN 9781668468692 (ebook) Subjects: LCSH: Education-Effect of technological innovations ABSTRACT Information and communication technologies (ICTs) have become ubiquitous and integral in daily living. The COVID-19 pandemic pushed educational technologies to the centre of teaching and learning in an unprecedented fashion, as governments launched them in an effort to ensure continuity of learning. The overwhelming adoption of technologies in different environments, including education, commerce, and work, offers stakeholders (e.g., designers, users, curriculum developers) an opportunity to rethink various aspects of the technology ecosystem, which increase inclusion, equity, and promotes agency for individuals, especially individuals with disabilities (Bricout et al., 2021; Courtenay & Perera, 2020). These aspects may focus on design features, content, representation, and supports that facilitate access. Additionally, there is a heightened need for critical consideration of the ways that educational technologies exacerbate inequalities and identify ways to address these realities.
... The respondents are from various parts across Malaysia, grouped as originating from the northern region (Perlis, Kedah, Pulau Pinang, and Perak), the central region (Selangor, Kuala Lumpur, and Negeri Sembilan), the southern region (Melaka and Johor), the east coast region (Pahang, Kelantan and Terengganu) and, Sarawak and Sabah. The respondents are all digital natives, i.e. those who were born after 1983 (Helsper & Eynon, 2010), ranging between 19 to 34 years of age. The https: //doi.org/10.15405/epsbs.2020.10.02.70 Corresponding Author: Yasir Azam Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 754 digital natives are the perfect respondents as they grew up with computers, live with the Internet, and made online language as their native language (cf. ...
... Aunque los jóvenes generalmente se celebran como la "generación digital" "siempre encendida", varios estudios han demostrado que no son usuarios avanzados necesarios si se los compara con adultos (Helsper & Eynon, 2010;Robinson et al., 2015). Además, entre los jóvenes existe una variación significativa en el uso de la tecnología, tanto como entre las generaciones (Bennett & Maton, 2010). ...
Actualmente existe un incremento en el acceso a Internet entre adolescentes, mismaque ha disminuido la brecha digital en México comparado con otros países desarrollados,impactando en una mejora en la inclusión social. Se consultaron las bases de datosgeneradas por la Encuesta Nacional de Salud y Nutrición 2012 y 2016 para analizar lasvariables: acceso a Internet, posesión y uso de computadora o laptop y celular. El estudio esno experimental, transversal descriptivo. Se analizaron 28239 registros de hogares en quehabitan adolescentes. Al comparar los estratos de adolescentes entre 2012 y 2016 resultaroncon menor acceso a Internet, posesión y uso de computadora o laptop y celular
... An emerging global concern has made this scoping review more timely and even pressing: scholars, practitioners, and parents are more concerned about the mental health problems caused by inappropriate digital use in young children, including harm to cognitive and brain development (Hutton et al., 2020) and executive functions (Bustamante et al., 2023;Li et al., 2021). It is believed that the excessive experience of digital use in a technology-rich environment changes the way processing information in the generation of "digital natives", which therefore causes the change in the brain (Helsper & Eynon, 2010;Prensky, 2001). Previous emerging scientific evidence with a behavioral approach indicated that frequent digital technology use significantly negatively and positively impacts cognitive outcomes and behaviors (Korte, 2020;Small et al., 2020). ...
Early digital experience (e.g., screen time and digital use) is believed to impact children’s brain development, functionally and structurally, but this impact has not been systematically reviewed. In this scoping review, we synthesized and evaluated 33 collected studies on children’s digital use (ages 0-12) and their associated brain development published between January 2000 and April 2023. The synthesis of the evidence revealed that: (1) digital experience does have positive and negative impacts on children’s brains, structurally and functionally; (2) it could cause structural and functional changes in children’s frontal, parietal, temporal, and occipital lobes, brain connectivity, and brain networks; and the most vulnerable area is the prefrontal cortex and its associated executive function; (3) early digital experience has both positive and negative impacts on children’s brain structure longitudinally. The limitations and implications for future studies are also discussed.
... Despite being defined as "master users and digital natives" of technology, adolescents are largely not competent in using eHealth resources. The low level of eHealth competence among adolescents is associated with their lack of knowledge about eHealth resources (Helsper and Eynon 2010;Scolari 2019). ...
Aim
This study aimed to investigate the relationship between eHealth literacy levels and selected health behaviors of adolescents.
Subject and methods
A total of 1349 students from public schools in a city in Turkey participated in the study during 2019–2020. This cross-sectional study was conducted using a questionnaire form including sociodemographic characteristics, selected health behaviors, behaviors towards technology use, and eHealth literacy scale.
Results
Adequate eHealth literacy was found to be 1.44 times (OR: 1.44, 95% Cl: 1.11–1.6) higher in those who measured blood pressure, 2.32 times (OR:2.32, 95% CL: 1.48–3.62) higher in those who measured body weight, 1.57 times (OR: 1.57, 95% CL: 1.08–2.29) higher in those who exercised regularly, and 1.60 times (OR: 1.60, 95% CL: 1.22–2.10) higher in those who conducted health-related research in the last year.
Conclusion
The level of eHealth literacy in the study sample was found to be low. No measurement of blood pressure and body weight, no regular exercise, and no research on health-related issues in the last year were selected health behaviors that pose a risk for poor eHealth literacy. Positive developments in adolescent health behaviors play a key role in developing adequate eHealth literacy skills.
... Another study conducted on students with kinaesthetic learning style confirmed that students with a kinaesthetic learning style tend to prefer online technologies in the teaching-learning mode because they enjoy active learning (Carbo, Dunn, and Dunn 1986). Helsper and Eynon (2010) anticipate that social or academic interaction with peers or professors would improve in digital learning because digital natives want to communicate, socialise, create and learn with the aid of technologies. This evidence suggests that a new kind of learner, with changed expectations, is gradually dominating contemporary higher education classrooms. ...
In many developing countries, at least in Africa, many colleges and universities continue to deliver undergraduate level education in the in-person, face-to-face, mode. Many of these institutions are slow in adopting and embracing the online learning mode. This study investigated levels of interest among prospective and enrolled undergraduates for the full-online or blended learning mode. The study also assessed the factors that stimulated the interest of these groups for the preferred delivery mode. Based on a sample of 414 prospective and enrolled undergraduates from private and public colleges and universities in the context of Botswana, and using a survey design that involved questionnaires, and regression analysis, the study found that majority (56%, n=414) of the sample was interested in and preferred some form of online or blended learning, compared to the face-to-face learning mode. The proportion of individuals with keen interest in the blended learning mode, at undergraduate level, is surprisingly high. The motivational drivers for the student choice are linked to greater flexibility and convenience, and perceived better opportunity for interactions with professors and classmates (OR=10.9; 95% CI: 5.4 – 22.1). The COVID-19 outbreak and the requirements for social distancing may have also accounted for the level of interest reported. The findings have major significance for curriculum design and development, instructional design in higher education, education technology infrastructure development, and long-term enrolment planning.
... However, other factors might be even more important, such as the extent of social media use and educational levels (Helsper & Eynon, 2010;Van Dijk, 2020). If individuals spend more time on social media platforms, they not only gain a better understanding of the functionalities, but also have more observations, allowing them to infer the inner workings of the platform (e.g., curation processes). ...
... Dijital yerli kavramını destekleyen temel argüman, son yirmi yılda doğan gençlerin her zaman yeni teknolojilerle çevrili olduğu ve bunlarla etkileşime girdiğidir. Prensky'ye göre, bu teknoloji açısından zengin ortamın daha radikal sonuçlarından biri, beyin yapısında, gençlerin bilgiyi eski nesillere kıyasla temelde farklı şekillerde düşünmesi ve işlemesi anlamına gelen varsayımsal bir değişikliktir (Ellen & Rebecca , 2009). ...
Geçmişten günümüze yaşanan değişim ve gelişim sonucunda ortaya çıkan
bilgi ve iletişim teknolojileri ile sınırların ortadan kalkması ve çok uluslu
işletmelerin sahneye çıkması farklı coğrafyalarda farklı kültürlerin neden
olduğu farklılıkları yönetme zorunluluğunu ortaya çıkarmıştır. Globalleşme
kavramı, giderek kültürel farklılıkları ortadan kaldırmakta olsa da ulusal
kültürü değiştirmek çok uzun zaman alabilmektedir. Ulusal kültürü tamamen
değiştirmek ve tek bir global kültür yaratmak ütopik görünse de, dünya
karmaşıktan basite ya da çoklu mozaikten tek bir ortak düzene doğru yol
almaktadır. Çalışmada öncelikle kısa bir kavramsal çerçeve çizildikten sonra
literatüre kazandırılmak istenen kültür ağacı kavramı açıklanacaktır. Çalışmanın
amacı, literatüre yeni bir kavram kazandırmak ve gelecekte işletmecilik alanında
kavramın kullanılmasını sağlamaktır. Ayrıca kavram çok uluslu işletmelerde
yöneticilerin kültürel farklılıkları kolayca yönetebilmesinde faydalı olacaktır.
“Kültür Ağacı” adı verilen bu kavramın daha önce hiçbir yerde kullanılmaması
ve tamamen yeni bulunan bir kavram olması bakımından özgün nitelik
taşıdığı düşünülmektedir. Kavramın kültürel farklılıkların yönetiminde nasıl
kullanıldığı ve ne gibi katkılar sağladığı örneklerle çalışmada yer almaktadır.
Çalışmada ayrıca “Kültür Ağacı”ndan faydalanılarak “Kültür Ağacı Rotası”
ya da kısaca “KAR Listesi” olarak adlandırılan liste oluşturulmuş ve “Kültür
Ağacı” ile ilişkilendirilmiştir.
... They have the ability to carry out activities simultaneously (multi-tasking), such as operating social media using a mobile phone, accessing the internet using a PC, and listening to music with headphones. Most of their main activities are carried out online (Helsper & Eynon, 2010). Generation Z is categorized as early adolescents to late adolescents and their role is highly anticipated as a motivator for the people around them. ...
The high intensity of using gadgets in conveying da’wah messages shows that the internet is very effective. UIN students often like and post assembly announcements, video lectures, or motivational sentences on their social media. Some even volunteer at Aswaja Net and Al Jami. They produce and disseminate Islamic content. The behaviour of sharing Islamic content becomes attractive if it is related to their motivational background in sharing content with others. The initial hypothesis is that there is a desire to invite others to do good, provide benefits, remind each other, and prevent evil. This study uses a mix method approach. Data collection techniques by distributing Google form questionnaires and FGDs. Data analysis technique with multiple linear regression analysis. The results are based on a sample of 566 students, found that motivation and intensity simultaneously influence the behaviour of sharing Islamic content. The effect value of the independent variable on the dependent variable is 58.5%. The motivation for sharing Islamic content includes self-actualization motivation in preaching as much as 75.6%, and to get responses from others as much as 72.4%. Meanwhile, the intensity of accessing Islamic content was 45.9% 2-5 times per day and 41.3% accessed less than 10 minutes.
... Thus, it is reasonable to expect that internet uses increase confidence in one's ability to shop online (Eastin and LaRose, 2006). Research has also shown that users who engage in a broader set of internet activities are more likely to participate in ecommerce (Helsper and Eynon, 2010;Naseri and Elliott, 2011). Hence, we propose the following: H4: Internet uses have a positive effect on online shopping selfefficacy. ...
Privacy concerns are an important factor in internet users’ decisions to participate in e-commerce, defined here as the use of the internet by individuals to purchase goods or services. While various studies have examined how privacy concerns and e-commerce participation are influenced by online shopping self-efficacy, personality traits, or demographic characteristics, these aspects have rarely been examined together in one single explanatory model. Therefore, this paper proposes an integrated model of e-commerce participation based on the APCO model (Antecedents, Privacy Concerns, Outcomes; Smith et al., 2011) in which internet users’ personality traits and demographic characteristics influence their privacy concerns and online shopping self-efficacy, which in turn affect e-commerce participation. The model was tested on a sample of internet users (n = 3,736) in Slovenia, a prototypical EU country in terms of internet use and online shopping. The results from path analysis showed that individuals with greater privacy concerns were less likely to participate in e-commerce, while those with higher online shopping self-efficacy were more likely to do so. Online shopping self-efficacy also reduced privacy concerns and mediated the effect of demographic characteristics on privacy concerns and e-commerce participation. Therefore, a viable strategy to increase e-commerce participation is to increase internet users’ self-efficacy. Moreover, users with different personalities seem to have different coping strategies related to privacy concerns and online shopping self-efficacy. Overall, this study highlights the importance of online shopping self-efficacy for comprehensively analyzing the antecedents and outcomes of privacy concerns in e-commerce.
... Skills in producing content and becoming digitally literate are essential for learning how to advance from media consumption to creative participation in digital networks. Critical views (Alper 2013;Helsper and Eynon 2010) on the myth of 'digital natives' (Prensky 2001) imply that one does not adapt to having the necessary skills to fully participate in digital culture just by being born in the digital world. Jenkins et al. (2006) point out that there is no guarantee that young people will acquire such skills independently. ...
Today, more than any other period in time, digital fluency is regarded as a necessary life skill for both children and adults. The potential of digital tools in early childhood learning has been recognized as helping to reinforce academic skills, as a way to communicate ideas and develop social skills, to support children to learn at their own pace, to learn how to learn and to make learning fun. This article contributes to the current research by conducting a participatory study in a kindergarten in Finland over the course of one year. The empirical data are analysed to (1) identify the characteristics of educational activities that make use of digital technology in early childhood education and (2) reveal the pedagogical approaches behind these activities. The findings of this study show that pedagogical activities entailing playful interaction with technology and the production of tangible artefacts, accompanied by visual documentation and reflection, support the effective use of technology in early childhood education. The educators’ open approach towards the use of technology also played a significant part in the positive outcomes experienced by teachers and students. We call this approach open design pedagogy and propose it as a model for using digital technologies in early childhood education.
... Trust in data security and privacy is an important factor in the use of digital services. If individuals feel unsure or concerned about the security of their personal data when using digital services, they may be reluctant to use or share their information online (Helsper, 2010). ...
One of the latest innovations that has caught the attention of generation Z is the introduction of the digital identity card. As a substitute for physical ID cards that have been around for a long time, digital ID cards offer various benefits and attractive potential for generation Z. In this approach, a digital ID cards are a digital version of a person's identity that is stored electronically, with personal information such as name, address, and number identity. However, a digital ID card is not just a substitute for a physical ID card but a tool that enables generation Z to make wider use of information technology. This study aimed to explore the use of digital national identity cards in generation Z. This research is qualitative research that explores and describes in detail a situation or phenomenon of the research object being researched by developing concepts and gathering existing facts. Raw data is analyzed and organized by data collection date, data source, data type, data description, and data nature. All data must be read in order to find out what data has been obtained, the source of the data, and its meaning. Overall, generation Z has a positive opinion of digital ID card services. They see it as convenience and convenience to access their identity electronically, avoiding the need to carry physical documents all the time and speeding up administrative processes. Generation Z also appreciates the administrative efficiency offered by digital Identity Card services, enabling them to process ID card extensions or personal data changes more easily and quickly. Apart from that, generation Z also appreciates the integration of digital ID card services with other digital platforms. They can integrate their identity with banking services, e-commerce, or online ordering platforms, enabling them to make transactions easily and quickly. Generation Z is also aware of the positive impact of using digital ID cards on the environment by reducing the use of physical documents and contributing to sustainability.
... In the current situation, we are dealing with a new generation of students which is usually referred to as "digital natives" (Prensky, 2001b), "millenials" (Howe & Strauss, 2009), "net generation" (Oblinger & Oblinger, 2005;Tapscott, 2008), "homo zappiens" (Veen & Vrakking, 2006), "instant messaging generation" (Lenhart, Rainie, & Lewis, 2001), and "new millennium learners" (Pedró, 2007). Despite the fact that the practice of calling the new generation as digital natives has been seriously disputed, (Brown & Czerniewicz, 2010;Helsper & Eynon, 2010), it is generally agreed that they are often referred to as tech savvies and unlike their parents they tend to learn in a different way. ...
The number of online users has unprecedentedly increased in recent years. The rapid advancement of technology has seen the growth of social media usage and this has made a huge impact on today's educational system. However, to what extent has social media played an important role in the teaching and learning process, particularly in English Language Teaching (ELT) is still unclear. This is due to the fact that in most cases, social media is used for the purpose of entertainment and personal usage. There was an attempt in the current study to examine the nature of communications via social media and how they can be used in improving students' language skills. The participants in this study consisted of fifteen undergraduate students who were in their second year of the TESL program. They were involved in completing a grammatical task through the use of Facebook Messenger, an online platform where they engaged in chat activities. The discussion which was moderated by the researchers lasted 45 minutes for each session and five sessions were conducted where sentence combining activities were also done using the Facebook Messenger. Results obtained from the discourse analysis done which examined the participants' accounts of their experiences as well as the pedagogical features of the online platform clearly shows that this platform can be used as a pedagogical tool in improving language skills.
... This interaction of parents with their children on digital tools undoubtedly plays an important role in helping parents acquire some basic digital skills and also contributes to the development of parents' self-confidence in using digital tools. Parents' confidence in using basic digital skills positively affects their digital self-efficacy (Helsper & Eynon, 2010;Epstein et al., 2011). The effective use of the digital environment and the development of positive attitudes by the parents also positively affect the digital self-efficacy levels of the parents. ...
Digital resources have begun to be used frequently by both children and parents. Digital resources, which are used very frequently, have entered our lives more and more with the pandemic with the development of technology. Children are now regular users of smartphones and tablets, so children’s early digital interactions have brought new concepts into parent-child relationships and the role of the parent. It is thought that it will be important to re-examine the self-efficacy and attitudes of digital parents in this regard and the factors affecting the family-child relationship. Digital parenting is explained as parental efforts and practices aiming at understanding, supporting, and regulating children’s activities in digital environments. Accordingly, this study aims to examine the correlation between parents’ digital parenting self-efficacy and digital parenting attitudes. The study group of this research consists of 434 parents whose children attend primary school living in different provinces of Turkey. In the research, “Demographic Information Form” and “Digital Parenting Self-Efficacy Scale” and, “Digital Parenting Attitude Scale” were used as data collection tools. Frequency, percentage, standard deviation, correlation, regression, multiple regression, and two-way analysis of variance statistical techniques were used in the analysis of the data. As a result of the research, it was concluded that the digital parenting self-efficacy and digital parenting attitude have a moderate correlation and some of the variables are important predictors on the digital parenting self-efficacy.
... On the other hand, as the years passed on, exponential growth of new technologies advanced and newer generations are also inducted in these ever-evolving newer technologies every day. In line with this, Helsper and Eynon (2010) remark that 'Arguably the rise of Web 2.0 applications might have created a second generation of digital natives, which can be separated from the first due to its familiarity and immersion in this new, Web 2.0, digital world.' (508). Nevertheless, by the time their study was published Web 2.0 was very common and Web 3.0 or semantic Web, which provides contextual information as artificial intelligence, had newly arrived and is getting more common. ...
Digital native' has been a buzzword within the last decade particularly in educational research. Learners born after the 1980s are presumed somehow different just because they were born in a digital world. Although scholars have labelled these young generations as digital natives or millennials as a homogenous construct, the questions of how and for what purpose(s) these younger generations use these newer technologies remain unresolved. Acknowledging the abundance of literature documenting adults' viewing their younger ones different throughout history, this study investigates the relationship between socioeconomic level variables, paternal and maternal education level, household income, and their internet use frequency and purposes. Data were gathered from 327 undergraduate students, born between 1997 and 2000, enrolled at a Turkey state university. Findings indicate that maternal and paternal education levels significantly influence the internet use duration of the younger generation, yet observe no significant effect on household income. The results also reveal significant differences in participants' internet use for academic and a variety of non-academic purposes concerning socioeconomic status variables. Overall, simply being born into a technological world does not make the younger generation a monolithic group of tech-savvy individuals as their adults assume them to be. ARTICLE HISTORY
... Distintas investigaciones han señalado que los términos desarrollados por Prensky (2001) contribuyeron a entender los vínculos de los individuos con las TD de una manera fija y rígida, como compartimientos estancos (White & Le Cornu, 2011;Helsper & Eynon, 2009;Stoerger, 2009). ...
The paper introduces the student‐coined term digital instinct which describes students' disposition to resorting to digital technology for solving problems and doing school assignments. Taking cues from the term digital instinct , the paper describes a student perspective on digital literacy emerging from 100 lived experience descriptions and interviews with 37 Danish upper secondary students. The findings show that students' digital practice is characterised by experience‐based, intuitive and familiar use of technologies. Most notably, students employ digital technologies as cognitive partners that help them carry on with assignments that they initially did not understand, but that they were able to complete with the help of the computer. The study examines the nature of this partnership through the words of the students and identifies how technologies expand student agency but fall short of a reflective use of digital technologies. Recognising the strengths and weaknesses of students' digital practices may inform the concept of digital literacy and encourage teachers to acknowledge the digital instinct as a steppingstone to foster students' reflective use of digital technologies.
Practitioner notes
What is already known about this topic Students have inadequate command of digital literacies as described in curricular terminology.
Students have positive as well as negative perceptions of the value and usefulness of digital technologies in school.
Students both over‐ and underestimate their own digital literacies.
What this paper adds Students have a fundamental utilitarian conception of digital technologies that either make schoolwork easier or more difficult, and they do not articulate that their use of digital technologies provides them with digital literacies.
Students' conception of a digital instinct describes an intuitive and familiar, albeit unreflected, use of technologies where students employ experience‐based and self‐taught methods for using digital technologies.
The digital instinct accounts for a feeling of agency among students, manifested in a widespread confidence that they can do assignments and solve problems when they make use of their computer.
Implications for practice and/or policy Curricular terminologies struggle to capture what students can and cannot do with technology, and how much they understand the underlying technology.
Teachers can involve and build on students' experience‐based digital practices as a starting point for developing digital literacy among students—also as an entry to a curricular perspective.
Teachers should acknowledge students' conception of a ‘digital instinct’ as an important disposition in its own right.
This study examined distinct conceptualizations of space during a cohort of world languages preservice teachers' (PSTs) clinical experience online. The aim of this study was to shed light on the affordances and limitations of the online space as PSTs reworked the meaning of pedagogical spaces during the onset of the COVID‐19 pandemic. Preservice teachers' autoethnographic writings, journals, and teaching videos were analyzed to better understand the emotional, pedagogical, and conceptual meaning‐making processes that language teaching in and through the online space entailed. Through a phenomenographic analysis of the data, this study probed into the distinct perceptions of pedagogical space that emerged from the participants' online teaching experience. Findings suggest that while PSTs felt distant from their students, emotionally exhausted, and limited in what they could do instructionally, they also developed pedagogical problem‐solving and decision‐making skills that showcased the agency of the online space shaping novice teacher's beliefs and practices. Implications for world language teacher education curriculum are discussed, including the potential effects of cocurricular online teaching experiences facilitating PST's attunement to the agency of space both online and in physical classrooms.
This study aims to explore the impact of social media sites on family relations. With the increasing use of social media sites, it has become imperative to understand their impact on family dynamics. The study adopts an empirical approach by collecting data from a sample of 200 participants who use social media sites. The results reveal that the use of social media sites has a significant impact on family relations. The study suggests that social media use can lead to both positive and negative effects on family relationships.
A lot has been written about the digital native since the coining of the term about ten years ago. A lot of what has been originally written by the digital native has been taken as common sense and has been repeated many times in many educational contexts, but until recently the true nature of the digital native has not been explored. Because the myth of the digital native is still alive and well, this article aims to examine the findings that have come out of recent research with regard to digital natives and their true nature, as well as turn a critical gaze onto the assumptions, taken as common sense knowledge, of what the characteristics of digital natives are.
In a public health crisis such as the COVID-19 pandemic, local governments had to react to external shocks. Based on previous analysis of participatory budgeting (PB) in different cities observed during the most difficult times of the pandemic in 2020 and 2021, the quality of participation and deliberation has been seriously reduced, due to the crisis. In many cases, deliberative and participatory processes were cancelled and postponed, which questioned the resilience of these processes. In other cases, online and digital solutions appeared to be a response to the health crises and their challenges. As per our previous findings, we concluded that the resilience of PB processes in the case of Budapest was increased if the resources were available to set up online platforms and create online communication. With the emerging time of crisis, such as the COVID-19 pandemic, digital government practices adopted new methods to maintain the continuation of participatory processes, while some others did not adopt new measures. These solutions were further steps towards e-participation and digitalisation of PB processes that could serve the survival of those, but they may result in less inclusive participation. To understand how resilience and inclusiveness could relate to each other, we analysed the digitalisation of PB in Budapest from that point of view. In our analysis, we explore the relationship between resilience, inclusiveness and digitalisation and the possible trade-offs between those characteristics in the case of PB in Budapest at the city level and its districts.Keywordse-participationparticipatory budgetinginclusivenessresilience
This chapter begins with a discussion of the changes in the digital distribution of art. After this, a sociological perspective on late modernity is presented that applies Andreas Reckwitz’s theory of ‘the society of singularities’ in how the role of art is defined in late modern life and how the members of the creative class perform distinctively aesthetic lifestyles. The discussion also highlights the role of art(s) education in what Reckwitz calls ‘doing universality’: an effort to alleviate the consequences of late modern political polarization.
Background
Despite the rise in therapist use of social media, current ethical guidelines have not provided clear guidance on how to use social media. Ethical guidelines commonly suggest therapists apply the same ethical principles advised for their offline work, without thorough consideration of differing potential ethical dilemmas online.
Methods
A systematic review was conducted to explore the main ethical dilemmas encountered by therapists who use social media. Three databases were searched: PsycINFO, Web of Science and CINAHL Plus. A total of 52 studies were screened by their titles and abstracts, with a subsequent 36 studies analysed against inclusion and exclusion criteria. The remaining 14 studies were assessed using quality standards and included within the thematic synthesis.
Findings
Data analysis conceptualised three themes: therapist searches risking the therapeutic relationship with subthemes of loss and trust and power imbalance; therapist defensiveness in response to client searches with subthemes of self‐disclosure and self‐protection; and societal normalisation of social media with subthemes of familiarity and ease and blurred boundaries.
Conclusion
The societal prevalence of social media use suggests it is now inevitable that therapists will experience some form of ethical dilemma regarding social media. Therapists need an awareness of how online searches for clients may impact the therapeutic relationship. The risk of boundary crossings from clients online can be minimised through increased privacy settings and reflexivity on what therapists self‐disclose online. Ethical dilemmas on social media should be discussed in supervision, with further guidance needed for the ethical use of social media as a therapist.
This article examines young people's use of smartphones, with a particular focus on opportunities and risks related to the mobile internet. Drawing on a review of mobile phones literature and internet studies, the article examines the emergence of a new research agenda in the study of children and mobile communication and outlines relevant empirical evidence of changes associated with smartphones.
Information and communication technologies (ICTs) have become ubiquitous and integral in daily living. The COVID-19 pandemic pushed educational technologies to the centre of teaching and learning in an unprecedented fashion, as governments launched them in an effort to ensure continuity of learning. The overwhelming adoption of technologies in different environments, including education, commerce, and work, offers stakeholders (e.g., designers, users, curriculum developers) an opportunity to rethink various aspects of the technology ecosystem, which increase inclusion, equity, and promotes agency for individuals, especially individuals with disabilities (Bricout et al., 2021; Courtenay & Perera, 2020). These aspects may focus on design features, content, representation, and supports that facilitate access. Additionally, there is a heightened need for critical consideration of the ways that educational technologies exacerbate inequalities and identify ways to address these realities.
The use of technology to support teaching and learning has been expanding exponentially over the past decade. A plethora of e-learning toolkits is now available to facilitate students’ autonomous learning. Researchers have argued that students are more independent and motivated when they learn via an electronic mode rather than through face-to-face interaction in a traditional classroom setting. Drawing on this perspective, this chapter examines one digital learning tool designed to improve listening skills and also enhance autonomous learning in a TESOL content course offered to a group of English major students from multilingual and multicultural backgrounds in an English-medium instruction (EMI) university at China’s southern province. The digital learning tool was uploaded to iSpace (a Moodle Learning Management System) for students to view and practise listening. Employing a mixed methods approach, this chapter reports the use of the digital learning tool and the extent to which it improved autonomous learning among multilingual students. The findings reveal that students had mixed reactions towards the use of the digital learning tool. The chapter also offers insights to pedagogical and research implications of using technology as a teaching and learning tool for training English language teachers.KeywordsListening skillsAutonomous learningDigital learning toolUse of technologyTESOL
Penggunaan internet adalah bagian dari kehidupan kita sehari-hari. Sebagian besar dari kita menghabiskan sebagian besar penggunaan kuota pada aplikasi media sosial, seperti Facebook, Twitter, Instagram, dan YouTube sebagai media sosial saluran. Covid-19 telah menjembatani peningkatan pesat penggunaan media sosial media/internet, adanya sistem pembelajaran jarak jauh (online) membuktikan bahwa pandemi ini berfokus pada pergeseran pembelajaran dari konvensional ke jarak jauh atau online (dalam jaringan). Tulisannya Metode penelitian ini menggunakan paradigma kualitatif dengan pendekatan deskriptif. Diskusi 1. Aktivisme Digital Era Covid-19 2. Dampak Covid-19 terhadap Sistem Pembelajaran 3. Efek Kesehatan dari Pembelajaran Jarak Jauh atau Online Model (dalam jaringan). Kesimpulan: Penyebaran COVID-19 di Indonesia di awal Maret 2020. Penyebaran virus ini menimbulkan kerugian bagi banyak pihak negara, khususnya dalam bidang ekonomi. Di bidang pendidikan, COVID-19 juga mengubah model pembelajaran secara drastis; semua belajar kegiatan dilakukan secara online mulai dari sekolah dasar tingkat ke tingkat universitas. Efek kesehatan perlu dipertimbangkan dalam hadir, sehingga diharapkan setiap pelaku sosial memahami dan mengatasi efek penggunaan media dalam pembelajaran jarak jauh.
This chapter explores the implementation of an alternative form of assessment at a higher education institution (HEI) in Mauritius. As part of their module entitled ‘Mauritian History,' a group of first year undergraduate students of Faculty of Social Sciences and Humanities were given the opportunity to work on a multimodal assignment which required them to produce a history-related documentary style video. The chapter draws upon students' written reflections collected at different stages of the assignment to share their experiences as creators/producers of knowledge along with their views on this alternative form of assessment at higher education (HE) level. At the end of the assignment, it was found that despite challenges, students felt they gained a lot in terms of content knowledge, personal growth, and emotional development. The implications and recommendations for digitally enhanced multimodal assessment at HE level are presented.
Bu çalışmanın amacı, yönetici adaylarının dijital yerli(ler) açısından sosyal medya bağımlılığının belirlenmesidir. Bu amaç doğrultusunda uygulanan analizler; ortalama, standart sapma, korelasyon ve regresyondur (yapısal eşitlik modellemesi). Örneklem olarak bir devlet üniversitesinin yönetim ve organizasyon bölümü öğrencileri seçilmiştir. Analizler için SPSS v.26 & AMOS v.24 programları kullanılmıştır. Analizler sonucunda; katılımcıların günlük sosyal medya kullanma süresi 1-12 saat arasında olup ortalaması 4.50 (±3.036) saattir. Dijital yerli(ler) ortalama değeri 2.991 (±1.078) ve sosyal medya bağımlılık ortalama değeri 2.325 (±1.147) şeklindedir. Alternatif bilişsel özelliği ve öğretme-öğrenme üzerine beklentileri, sosyal medya bağımlılığını negatif yönde etkilemektedir. Kültürel ve sosyal değerler, sosyal medya bağımlılığını ise pozitif yönde etkilemektedir.
The aim of this study is to determine the social media addiction levels of executive candidates in terms of digital natives. The analyses performed in line with this objective include mean, standard deviation, correlation, and regression (structural equation modeling). The sample consists of students from the management and organization department of a state university. SPSS v.26 & AMOS v.24 software were used for the analyses. As a result of the analyses, participants' daily social media usage time ranged from 1 to 12 hours, with an average of 4.50 (±3.036) hours. The average value for digital natives is 2.991 (±1.078), and the social media addiction average value is 2.325 (±1.147). Alternative cognitive features and expectations on teaching-learning negatively affect social media addiction. Cultural and social values, on the other hand, positively influence social media addiction.
Bilgi çağı ve yeni medya teknolojilerindeki son ilerlemelerle bireylerin dijital medya ile etkileşimlerinin sonucu olarak yeni bir dijital kültürlenme süreci başlamıştır. Dijital kültürlenme süreci, bireyleri dijital yerliler ve dijital göçmenler olmak üzere iki ayrı gruba ayırmıştır. Dijital yerliler, dijital medya teknolojisi içine doğan ve yüksek miktarda dijital medya ile etkileşim içinde olan kuşak iken; dijital göçmenler ise kendilerini dijital ortama sonraki bir evrede adapte etmeye çalışan kuşağı temsil etmektedir. Dünyada 2020 yılının başından itibaren Covid 19 pandemisi baş göstermiş ve ne yazık ki tüm dünyada hayatı durdurma noktasına getirmiştir. Eğitim dünyası, bu durumdan en çok etkilenen alan olmuştur. Günümüz eğitim sisteminin içinde de öğrencilerin hemen hemen tamamı dijital yerlilerden, öğretmenlerden de azımsanamayacak bir kesim dijital göçmenlerden oluşmaktadır. Öğretmenlerin de bu dönemde dijital teknolojilere hakim olması ve bunlara öğretim süreçlerinde yer vermesi kaçınılmaz hale gelmiştir. Bu dijital nesil farklılıklarına pandemi dönemindeki uzaktan eğitim süreçlerine geçişle beraber bazı uzaktan eğitim problemleri de eklenmiştir. Bu araştırma makalesinde pandemi döneminde zorunlu ve ani olarak geçiş yapılmış olan dijital eğitim ortamında, dijital yerli öğrenciler ve dijital göçmen öğretmenlerin öne çıkan özellikleri incelenmiş ve bu süreçte iki kuşak arası doğabilecek bazı problemler ve olası uzaktan eğitim problemleriyle beraber uzaktan eğitimde grafik tasarım alanındaki problemler irdelenmiştir.
O objetivo desta pesquisa é identificar, em documentos legais brasileiros e pesquisas, propostas para a inserção das tecnologias na educação infantil. Além de uma revisão de literatura, este estudo codificou e categorizou documentos legais que incluem orientações curriculares para a educação infantil. Os resultados apontaram uma lacuna na literatura sobre o tema. Documentos elaborados pela Secretaria Municipal de Educação de São Paulo incluem mais orientações para a incorporação de tecnologias na educação infantil do que documentos federais. As crianças nascem e vivem, hoje, imersas em tecnologias digitais. Entretanto, essas tecnologias são ainda pouco utilizadas nos ambientes escolares. Há uma resistência em relação à utilização de tecnologias com crianças, faltam recursos para garantir infraestrutura adequada e falta formação continuada de educadores e formuladores de políticas. Diversos documentos analisados apresentam uma visão crítica sobre a incorporação dessas tecnologias à educação infantil, incluindo a preocupação com o tempo de exposição a telas, a submissão à lógica do mercado e ao capitalismo de vigilância, segurança e proteção de dados, propondo a elaboração de um conceito de cidadania digital. Há uma divergência nos documentos em relação ao potencial das tecnologias para reduzir ou ampliar o fosso digital. Trabalhos futuros podem incluir outros documentos para enriquecer a análise.
Nowadays, technology is pervasive in society and, therefore, in the economy and businesses. The so-called fourth industrial revolution, marked by the digital economy, has the potential to be enormously disruptive. Therefore, higher education must change and adapt, increasing the use of information and communication technologies (ICTs). It is necessary to detect the needs and make proposals to higher education institutions that will also be transferred to the real economy, since today's university students are tomorrow's professionals. To this end, the authors have carried out a survey of university students of different economics and business administration subjects. The answers have been treated using a non-metric multidimensional scaling. The main results obtained indicate that the response profile is very homogeneous, with a minority rejection of ICTs, predictably caused by learning difficulties or economic inequalities, issues that should be addressed in future research.
Pandemi COVID-19 mempengaruhi berbagai sektor kehidupan, termasuk sektor pendidikan. Mahasiswa menjalani perubahan dari pembelajaran luring menjadi pembelajaran daring selama dua tahun terakhir. Penelitian bertujuan untuk mengetahui dinamika psikologis, adaptasi, dan harapan pemuda generasi digital yang telah mengikuti pembelajaran daring (dalam jaringan) selama dua tahun. Penelitian didesain dengan pendekatan kualitatif eksploratif. Penelitian melibatkan 1114 orang generasi digital yang berstatus sebagai mahasiswa dan telah mengikuti pembelajaran daring selama dua tahun. Penggalian data memakai kuesioner open-ended. Analisis data menggunakan analisis konten dengan tiga tahap koding yaitu open coding, axial coding, dan selective coding. Hasil penelitian menunjukkan bahwa mahasiswa generasi digital telah merasa nyaman, senang, dan mampu beradaptasi dengan pembelajaran daring, meskipun kadang diliputi rasa bosan, lelah, demotivasi, dan sulit memahami materi. Mayoritas mahasiswa (73,3%) merasa bahwa kondisi psikologis saat ini lebih baik daripada kondisi saat awal pandemi. Hal tersebut terjadi karena kemampuan adaptasi generasi digital yang didukung oleh fasilitas yang memadai, dukungan sosial, regulasi diri, sistem pembelajaran, dan lingkungan yang kondusif. Mahasiswa dominan (61,94%) berharap penyelenggaraan pembelajaran tatap muka dibandingkan pembelajaran daring. Optimalisasi proses belajar, kebutuhan interaksi sosial dan akses fasilitas kampus, serta kejenuhan atas pembelajaran daring menjadi alasannya. Penelitian berimplikasi pada urgensi keterampilan adaptasi generasi digital dalam situasi perubahan yang begitu cepat dan tidak pasti. Kebijakan publik yang mendukung pembelajaran tatap muka perlu diperhatikan dengan baik ketika pandemi COVID-19 telah terkendali.
Based upon evidence presented through many years of research, we argue that it is time to try something different and develop policing interventions that are mindful of children’s rights and support, rather than criminalise victims. We further challenge professional biases and highlight the need for evidence-based responses and the failures of prohibitive social policy. Drawing upon another area of failed social policy, the notorious “war on drugs”, we demonstrate how more success in this area has come as a result of evidence-informed policy and harm reduction approaches, which acknowledge the risks associated with social harm, and acknowledge an informed user is a safer one who can mitigate risk. We propose a harm reduction model for teen sexting and argue that a new approach is essential in order to break the cycle of prohibition and policy failure.KeywordsTeen sextingOnline safety billDigital nativesProfessional biasHarm reductionProgressive policyEvidence-based policingChildren's rights
Educators of natural history have long resisted incorporating digital technology into their pedagogy for several reasons, including a perceived loss of biophilia tied to the near-ubiquitous use of digital tools. Simultaneously, a push to embrace educational technology exists for several reasons, including expanding access to educational opportunities, increasing resource availability, addressing diverse learning modalities, and approaching ‘digital natives’ in a familiar space. While the debate continues, the COVID-19 pandemic forced nearly all educators, including mammalogists, to transition rapidly to digital education and to use technology to teach students effectively. While exceedingly difficult in some respects, this pivot to remote learning provided the opportunity to identify and to use online resources to enhance student learning. I propose that this integration of technology into Mammalogy courses resulted in the development of pedagogical tools that introduced students to skills and resources that they may not have accessed in traditional learning environments and that may have enhanced the educational experience of these same students. I present the results of a survey of online mammalogy education during the pandemic, provide examples of pedagogical tools developed during the pandemic, and propose that these tools should be integrated into Mammalogy courses in the future, but not supplant traditional lab and field experiences. These online resources are particularly useful for programs with limited resources and budgets or with limited geographic access to field experiences with live mammals.
During the COVID-19 pandemic, several countries have eliminated face-to-face classes in all schools, requiring all teachers to deliver classes remotely. In this regard, the wide spread of information and communication technology (ICT) products and services in the educational sector became a burden for several teachers. This article aims to study the impact of online teaching, and how technological stress might vary between male and female teachers and to what extent it alters their family lives and their way of living. The case of Lebanon has been examined and analyzed using 379 participants in various schools randomly distributed throughout the country, who participated in a survey on how COVID-19 affected their technostress levels. The findings showed that married women were more prone to technological stress and that their family life and lifestyle were strongly affected. In particular, young women with few years of experience were more likely to experience technostress problems. We also found no differences related to educational levels. In addition, the inclusion of different degrees of computer self-efficacy has shown an impact on the development of technostress among individuals.
The COVID-19 pandemic led to a situation where older adults, the group most at risk of contracting the virus and at the same time the most digitally excluded in society, had to either give up all activity or make a greater effort to engage in various activities online. This was the case of learning a foreign language, which is one of the most popular educational activities chosen by this age group. The article analyses the potential of remote language learning with the use of information and communication technologies (ICT) in the context of challenges that older adults face in the digital world. Through the analysis of ten criteria for technology adoption, the study shows that the main obstacles preventing older adults from learning a foreign language online can be eliminated if third parties (family, peers, web developers, course organizers) engage in promoting and facilitating online learning experience.
The term ‘21st century learner’ emerged at the turn of the millennium and evoked a certain type of certain type of digitally‐agile and self‐driven learner. These ideas about 21st century learners have been widely and uncritically adopted in New Zealand policies and practices in recent years. This paper examines the origins and substance of this term against the backdrop of globalisation and Knowledge Economy discourses and emerging ideas of ‘digital natives’. It considers the implications of these ideas on conceptualisations of the child, the development of deep learning, the impact on relationships between adults/teachers and students and on social equity. It concludes by suggesting that the term 21st century learner needs onâ€going critique if we want critical, informed citizens in our democracy.
This article critically examines the technologically-savvy image of young adults by investigating the digital divide issues underlying youth internet use, including their daily computer and internet problem-solving behaviors. The study draws on data from a web-based questionnaire and face-to-face interviews with young adults in Singapore, a country where internet adoption is pervasive. Contrary to popular conceptualizations of youths as a cohort of technically-savvy experts, the findings showed considerable variance in their internet expertise and problem-solving behaviors, with some demonstrating limited knowledge of internet use and awareness of troubleshooting strategies. The analyses also showed that internet skills and self-efficacy in internet-related problem-solving behaviors were significantly related to the internet practices of young adults. The findings suggest that in wired contexts, variations in post-adoption patterns may reflect more accurately the extent and presence of social stratification, extending the meaning and scope of the digital divide.
This article expands understanding of the digital divide to more nuanced measures of use by examining differences in young adults' online activities. Young adults are the most highly connected age group, but that does not mean that their Internet uses are homogenous. Analyzing data about the Web uses of 270 adults from across the United States, the article explores the differences in 18- to 26-year-olds' online activities and what social factors explain the variation. Findings suggest that those with higher levels of education and of a more resource-rich background use the Web for more “capitalenhancing” activities. Detailed analyses of user attributes also reveal that online skill is an important mediating factor in the types of activities people pursue online. The authors discuss the implications of these findings for a “second-level digital divide,” that is, differences among the population of young adult Internet users.
There is increasing concern that information poverty will soon become a key indicator of social exclusion, with those unable to use and access new technologies marginalized from key aspects of economic and social activity. This concern, at present, focuses primarily on adults, as young people are predominantly represented in media, academic and political discourse as naturally competent computer users. In contrast, this paper focuses on those young people who are self-described 'low or ambivalent' users of computers, exploring the links between family cultures, access and attitudes towards computer use. Drawing on a questionnaire survey of 855 children and group interviews with 46 young people, this paper identifies key themes emerging from interviews with low users of computers: difficulties accessing computers; a lack of relevance of computer technology to these children's daily lives; and the potential of formal educational environments to exacerbate inequalities in access and anxieties around computer use. This paper concludes that, if we are not to embed information inequality at the heart of the digital revolution, a radical rethink of the prevalent image of the child as 'cyberkid' is needed.
THE EFFECTS OF MULTITASKING IN THE CLASSROOM were investigated in students in an upper level Communications course. Two groups
of students heard the same exact lecture and tested immediately following the lecture. One group of students was allowed to
use their laptops to engage in browsing, search, and/or social computing behaviors during the lecture. Students in the second
condition were asked to keep their laptops closed for the duration of the lecture. Students in the open laptop condition suffered
decrements on traditional measures of memory for lecture content. A second experiment replicated the results of the first.
Data were further analyzed by “browsing style.” Results are discussed from Lang’s Limited Process Capacity model in an attempt
to better understand the mechanisms involved in the decrement.
The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed 'digital natives' or the 'Net generation', these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this genera-tional change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a 'moral panic'. We propose that a more measured and disinterested approach is now required to investigate 'digital natives' and their implications for education.
The explosion in social networking sites such as MySpace, Facebook, Bebo and Friendster is widely regarded as an exciting opportunity, especially for youth.Yet the public response tends to be one of puzzled dismay regarding a generation that, supposedly, has many friends but little sense of privacy and a narcissistic fascination with self-display. This article explores teenagers' practices of social networking in order to uncover the subtle connections between online opportunity and risk. While younger teenagers relish the opportunities to recreate continuously a highly-decorated, stylistically-elaborate identity, older teenagers favour a plain aesthetic that foregrounds their links to others, thus expressing a notion of identity lived through authentic relationships. The article further contrasts teenagers' graded conception of `friends' with the binary classification of social networking sites, this being one of several means by which online privacy is shaped and undermined by the affordances of these sites.
Launched by the Oxford Internet Institute in 2003, Oxford Internet Surveys (OxIS) have become an authoritative source of information about Internet access, use and attitudes – and the difference this makes for everyday life – in Britain. Areas covered include: digital and social inclusion and exclusion; regulation and governance of the Internet; privacy, trust and risk concerns; and uses of the Internet, including social networking, entertainment and online education.
The OxIS 2007 survey is the third in a series, with previous
surveys conducted in 2003 and 2005. Each has used a
multi-stage national probability sample of 2000 people
in the UK, enabling us to project estimates to Britain as
a whole.
This report was commissioned by the Department for Communities and Local Government. Research on the links between the diffusion of Information and Communication
Technologies (ICTs) and social and economic development has been undertaken for decades. Evidence of links between social and digital engagement, particularly with
respect to the Internet, has been the focus of many studies conducted by academic as well as government institutions. These studies have shown consistently that individuals who have access to ICTs, from the telephone to the Internet, tend to have more schooling, higher incomes, and higher status occupations than do those who do not have access. This holds true within nations as well as cross-nationally, as evidenced by results from the World Internet Project
However, despite the evidence, there remains significant debate around the existence, nature and causality of these links. This study has tackled these issues and developed new models of digital and social exclusion. It offers a robust analytic framework that is applicable to different survey datasets and can be adapted to new and emerging technologies. The report presents how the models can be applied to existing datasets to explore the implications for
future policy.
This document has been commissioned as part of the UK Department for Children, Schools and Families’ Beyond Current Horizons project, led by Futurelab.
The notion of a generation uniquely at home in a digital environment – the Digital Natives – is increasingly being challenged. Expertise and experience are just as important as generation in explaining activities that are considered indicative of digital nativeness. This means that people advocating the death of schools due to an irreconcilable gap between educators and students are wrong. Nevertheless, cross-generational understanding is hampered by an insistence on identifying all young people as digital natives, ignoring evidence to the contrary.
The findings presented in this paper suggest the erroneous identification of a whole generation as digital natives might lead to an overestimation of young people's skills in dealing with the risks and negative experiences associated with the internet. Younger generations are less likely to seek help than older generations and more likely to ignore the risks they do encounter without taking action to prevent these from happening again – here labelled the "ostrich tactic". If young people can shed the "Digital Native" identity they might be more likely to seek help when they need it.
Little academic and policy attention has addressed the `digital divide' among children and young people. This article analyses findings from a national survey of UK 9—19-year-olds that reveal inequalities by age, gender and socioeconomic status in relation to their quality of access to and use of the internet. Since both the extent of use and the reasons for low- and non-use of the internet vary by age, a different explanation for the digital divide is required for children compared with adults. Looking beyond the idea of a binary divide, we propose instead a continuum of digital inclusion. Gradations in frequency of internet use (from non and low users through to weekly and daily users) are found to map onto a progression in the take-up of online opportunities among young people (from basic through moderate to broad and then all-round users), thus beginning to explain why differences in internet use matter, contributing to inclusion and exclusion. Demographic, use and expertise variables are all shown to play a role in accounting for variations in the breadth and depth of internet use.
Imagine the typical suburban living room, a post-war creation co-evolving with the rise of consumer society as a communal family space, replacing the Goffmanian division of public and private spaces - formal parlour for guests, all-purpose 'back room' for family - that preceded it. 1 This living room contains, and displays to its occupants and visitors, many objects of both symbolic value and material worth: the three piece suite of sofa and armchairs, the nest of coffee tables, an assortment of lamps, decorative objects and photographs. And, significantly, a fast-changing set of consumer goods that are distinct from the foregoing: the television set, now wide screen, increasingly digital, the DVD player with its accompanying shelf of popular titles, the HiFi with CD player and radio, the computer with internet access squeezed into a corner, and last, left lying on various items of furniture, someone's mobile phone, Ipod or Blackberry. Roger Silverstone wrote about television, about the household consumption of technologies, even about suburbia. When I look back over his books, this image of the living room resonates throughout his writings, a room many of us have spent our lives in, raised our families in, yet a room culturally and historically positioned between two key moments - first, the preceding period: a time when public and private spaces were carefully separated, especially in lower middle class British homes, and when media goods were both less dominant and more carefully arranged (pride of place given to the 'wireless', class distinction claimed through the gilt-tooled encyclopaedia and row of novels in the 'front room', though also evident from the newspaper and magazine titles lying casually in the back room) 2 ; second - the present period, in which the living room is increasingly deserted for the bedroom and in which private experience is prioritised even in public spaces, through the sound bubble created by headphones, the personal ownership of a television set, and the individualised mediascape of the mobile phone and Ipod. 3
The Deepening Divide: Inequality in the Information Society explains why the digital divide is still widening and, in advanced high-tech societies, deepening. Taken from an international perspective, the book offers full coverage of the literature and research and a theoretical framework from which to analyze and approach the issue. Where most books on the digital divide only describe and analyze the issue, Jan van Dijk presents 26 policy perspectives and instruments designed to close the divide itself.
What are young people really doing on computers at home? Computers feature heavily in the lives of today's young people, and this book sets out to question commonplace assumptions about the use of technology by children at home. Bringing together research from the perspective of psychology, sociology, education and media studies, the authors ask whether we are really witnessing the rise of a new 'digital generation'. Drawing upon the results of their in-depth research project, the authors filter and assess their findings accessibly, offering fascinating reading on: * how computers are used in the home. * how parents and children negotiate access to and use of the computer. * what role the computer plays in the day to day lives of families. This book makes use of illuminating case studies, and highlights key issues of concern around issues of equality and access in a wider social context. This truly interdisciplinary perspective will be instrumental in reshaping the understanding of teachers, ICT advisors, policy makers and all involved in ICT for children. © 2003 Keri Facer, John Furlong, Ruth Furlong, Rosamund Sutherland.
Part 1 The myth of the machine: technological futures and the technical fix the origins of the information society recession and restructuring. Part 2 The industrialisation of education: education, Utopia and crisis the English disease? education for what jobs? the new disciplines. Part 3 Beyond technocracy?: the military project the technocratic condition, or schools cannot teach what society does not know.
The digital revolution accompaning the new generation is discussed. This revolution is powered by a fundamental preference for interactive media rather than broadcast media. A case study of a class is elaborated which is given the task of preparing a project on salt water fishes. The class make extensive use of Internet to prepare the project and share the project with other students with the help of Internet. The role of the teacher is limited to providing guidelines and the learning process is done by students themselves.
Part 2 of Prensky’s paper exploring the differences between “digital natives” and “digital immigrants”. In this second part the author presents evidence to support these differences from neurology, social psychology and from studies done on children using games for learning.
Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.
In this study, an integrated quantitative and qualitative research design was employed. From over 900 telephone interviews a typology of family types based on possession of media appliances was constructed, then divided into 'traditional' (low media density), 'intermediate' (average media density) and 'multimedia' (high media density) families. This typology was then used as a basis for selecting thirty-eight families for in-depth interviews. Of these, thirty-one contained children and it is these that form the basis for this article. The results of the family interviews indicate that children are a very important factor in the acquisition and use of the Internet. It was apparent from our interviews that Internet access and use become major issues in family discussions and conflicts - both between parents and children and between siblings.
This article emerged from a series of debates and workshops on the impact of the Digital Divide on educational practice at the ‘Futures of Learning: New Learning Paradigms Conference’ in Paris. The conceptualisation of the Digital Divide into the ‘haves’ and the ‘have-nots’, with a perception of the economically developed world as ‘high tech’ and the developing and underdeveloped worlds as ‘low tech’, is no longer tenable. Building on the recognition based on mounting evidence that old perceptions of the Digital Divide are simplistic and that the Divide encompasses not one but many discontinuities, the nature of such a discontinuity between student and tutor becomes the focus of the argument presented here. Many have argued that increased use and availability of digital technologies in schools bring important benefits and opportunities for learning and teaching strategies but are staff and students able work together to ensure positive outcomes? If not, why might this be the case? In examining the implications of the student/teacher Digital Divide some questions concerning the future direction of education emerge.
Recent advances in information technology and changes in social and economic relationships have led individual workers and organizations to explore various types of distributed work arrangements. This paper examines a specific type of distributed work arrangement, supplemental work at home. This arrangement refers to full-time employees doing job-related work at home in the evenings and on weekends. Based on a theoretical analysis of supplemental work, data gathered from a 346 computer-owners and 104 nonowners are empirically examined. The results suggest that the amount of time spent on supplemental work is positively related to work self-determination variables (flexibility and control), portability of work tasks, the availability of a telecommunications link between the firm and the home, and household income, and negatively related to commuting time and the presence of children at home. The paper discusses the implications of supplemental work for organizational design and the employer-employee relationship, It concludes that compared to other types of work at home, supplemental work is one remote work arrangement that is likely to persist, especially for professionals and managers.
This article discusses how households adapt to an emerging technology, ‘computing in the home’. Using a sample of 282 households who own personal computers, the study examines several issues connected with the patterns of utilization and problems in adopting a new technology. The results show that utilization patterns vary according to prior knowledge, household structure and length of ownership. Implications are drawn for further research in the area of household/technology interaction.
Internet self-efficacy, or the belief in one's capabilities to organize and execute courses of Internet actions required to produce given attainments, is a potentially important factor in efforts to close the digital divide that separates experienced Internet users from novices. Prior research on Internet self-efficacy has been limited to examining specific task performance and narrow behavioral domains rather than overall attainments in relation to general Internet use, and has not yielded evidence of reliability and construct validity. Survey data were collected to develop a reliable operational measure of Internet self-efficacy and to examine its construct validity. An eight-item Internet self-efficacy scale developed for the present study was found to be reliable and internally consistent. Prior Internet experience, outcome expectancies and Internet use were significantly and positively correlated to Internet self-efficacy judgments. Internet stress and self-disparagement were negatively related to Internet self-efficacy. A path analysis model was tested within the theoretical framework of social cognitive theory (Bandura (1997).
This paper examines the concept of a digital divide by introducing problematic examples of community technology projects and analyzing models of technology access. It argues that the concept provides a poor framework for either analysis or policy, and suggests an alternate concept of technology for social inclusion. It then draws on the historical analogy of literacy to further critique the notion of a divide and to examine the resources necessary to promote access and social inclusion.
After years of collective indecision, Britain shifted to become a full participant in an increasingly networked world; supporting the diffusion of the Internet, broadband access, and its use for an increasingly wide range of activities. This paper compares Britain with other European nations and the wider world in its adoption and use of the Internet. It draws from the Oxford Internet Surveys (OxIS) and the World Internet Project (WIP), along with other publicly available data to compare and contrast patterns of adoption, use and impact. Comparative research places Britain in the mainstream of other networked nations. Britons were not early adopters, nor were they laggards. Most have integrated the Internet into their everyday life and work complementing interpersonal communication and other media. In several important respects, Britons have become fuller participants in the network society than many others, such as in using the Internet more often for a wider range of activities. Similar to most developed nations, Britain faces enduring issues over digital inclusion, and in whether to keep pace with global developments in high-speed Internet access and mobile broadband Internet use, in the face of calls for greater regulation of content.
This paper reports on a study conducted in 2006 with more than 2,000 incoming first-year Australian university students. Students were asked about their access to, use of and preferences for an array of established and emerging technologies and technology based tools. The results show that many first year students are highly tech-savvy. However, when one moves beyond entrenched technologies and tools (e.g. computers, mobile phones, email), the patterns of access and use of a range of other technologies show considerable variation. The findings are discussed in light of Prensky's (2001a) notions of the 'Digital Natives' and the implications for using technology to support teaching and learning in higher education. Yes Yes
Digital literacies: different cultures different definitions
- E J Helsper
Helsper, E. J. (2009). Digital literacies: different cultures different definitions, in: H. Drenoyianni (Ed.), Proceedings international conference on digital literacy (Oxford, Peter Lang).
UK children go online: final report Available online at
- S Livingstone
- M Bober
Livingstone, S. & Bober, M. (2005). UK children go online: final report. Available online at: http:// www.lse.ac.uk/collections/children-go-online/UKCGO_Final_report.pdf (accessed 31 March 2008).
Life online: teens and technology and the world to come Available online at
- L Rainie
Rainie, L. (2006) Life online: teens and technology and the world to come. Available online at: http://www.pewInternet.org/ppt/Teens%20and%20technology.pdf (accessed 31 March 2008).
From the digital divide to digital inequality: studying Internet use as penetration increases Working Paper Series (15) Princeton University, Center for Arts and Cultural Policy Studies Available online at
- P Dimaggio
- E Hargittai
DiMaggio, P. & Hargittai, E. (2001) From the digital divide to digital inequality: studying Internet use as penetration increases. Working Paper Series (15) Princeton University, Center for Arts and Cultural Policy Studies. Available online at: http://www.princeton.edu/culturalpolicy/ workpap/WP15%20-%20DiMaggio+Hargittai.pdf (accessed 31 March 2008).
The Internet in Britain: 2007. Oxford: Oxford Internet Insti-tute
- W H Dutton
- E J Helsper
Dutton, W. H. & Helsper, E. J. (2007) The Internet in Britain: 2007. Oxford: Oxford Internet Insti-tute, University of Oxford. Available online at: http://www.oii.ox.ac.uk/microsites/oxis/ (accessed 31 March 2008).
Harnessing Technology: Next Generation Learning Available online at
Becta (2008) Harnessing Technology: Next Generation Learning 2008-2014. Available online at,
http://publications.becta.org.uk/display.cfm?resID=37348 (accessed 17 December 2008)
Adoption and use in the family context. Information
- Home
Home: Adoption and use in the family context. Information, Communication & Society, 5(2), 189-
206.
Paper presented at EDUCAUSE . Australasia
- S Gibbons