Open AccessTeaching digital natives: Partnering for real learning
Author(s) -
Chris Moore
Publication year - 2010
Publication title -
international journal for educational integrity
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.494
H-Index - 10
ISSN - 1833-2595
DOI - 10.21913/ijei.v6i2.707
Subject(s) - digital native , experiential learning , computer science , mathematics education , multimedia , world wide web , psychology
Prensky introduced us to the "digital natives" in 2001, claiming that the generation of students born in the 1980s and the 1990s are so steeped in the use of digital technologies that they think, act and are motivated differently to older generations. Digital natives have been also described as "millenials" (Howe and Strauss, 2003) and members of the "net-generation"(Tapscott, 1998). These labels, along with their technological determinism, have polarised debates in education about adapting teaching approaches to different learning styles and 'new' media technologies. Those critical of Prensky highlight his "weak empirical and theoretical foundations" (Bennett, Maton & Kervin, 2008, p.777) and similar charges might be laid against his latest book, Teaching digital natives: Partnering for real learning (2010). However, I find that Prensky writes with a practical and experiential integrity that grounds his latest pedagogical offering.
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