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This chapter critically examines student characteristics in light of the popular dis-course which describes students as part of a net generation of digital native young people. Digital and networked technologies have clearly changed the possibilities for students to learn and the ways in which teaching and learning can be conducted. It is also claimed that new technologies change what students are able to learn. However the claim that there is a new generation of learners characterized by a new mentality has to be careful assessed in the light of recent empirical evidence. The idea of a generation gap between digitally native students and their digitally immigrant teachers is challenged, as are claims that pressure from this new generation forces radical institutional change on educational institutions. The chapter argues against the generational nature of the argument and separates the technological changes that are taking place from the determinist rhetoric they have been couched in. This rhetoric suggests that changes amongst students are already well understood and that their educational implications are already known and lead to generally applicable if not universal consequences. The chapter concludes by arguing that there is no one shape for students and that digital technologies open up a range of opportunities and choices at all levels of education.
|Item Type:||Book Chapter|
|Copyright Holders:||2013 Springer-Verlag Berlin|
|Keywords:||Net Generation; digital natives; digital immigrants; students experience|
|Academic Unit/Department:||Institute of Educational Technology|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Chris Jones|
|Date Deposited:||08 Oct 2012 08:25|
|Last Modified:||28 Jul 2013 21:46|
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