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"The digital natives of today are the ones who will be pressured to take all of the present technological wildness and make it make sense for the next generation. They are the starting pitchers in the game. If we can set them up for success, that will bring us one step closer to those super-digital natives who will flip this world upside-down with what they will have to offer. The rise of the super-digital native starts with how we empower the digital natives of today."

"If you're still adapting to millennials in the workplace, it's time to move on because the next generation of workers is here. We call them "digital natives" and their lives have always been integrated with technology. According to Marc Prensky, the author responsible for coining the term, digital natives are by definition a generation of children born into a completely digital world. As businesses prepare to welcome this new generation, we'll discuss what these businesses should know and how they can leverage the digital wisdom and tech-ready mindsets the digital natives will bring to the workforce."

...the distinction between digital natives and digital immigrants will become less relevant. Clearly, as we work to create and improve the future, we need to imagine a new set of distinctions. I suggest we think in terms of digital wisdom.

"Is it possible for our students to be both digital natives and digitally unaware? Young people today are instant messengers, gamers, photo sharers and supreme multitaskers. But while they use the technology tools available to them 24/7, they are struggling to sort fact from fiction, think critically, decipher cultural inferences, detect commercial intent and analyze social implications. All of which makes them extremely vulnerable to the overwhelming amount of information they have access to through the digital tools they use-and love!-so much."

"Teachers are always afraid that their students will know more than them about the technology. In my opinion, students are more aptly called digital tourists than digital natives. They are exploring this unknown territory at the same time as we are. The only difference is that most students are usually not afraid to push every button. As adults we like directions and are often afraid to traverse unknown territory without a map. My advice? Let go and have fun - let the journey through technology integration be more about learning and less about control."

"There are a lot of dangerous stereotypes out there. "Asian students are always better at math." "Boys are always better at sports." And perhaps the most dangerous of all: "The current generation are all digital natives." It is easy to see the danger in the first two stereotypes. They tend to influence the way teachers, parents, peers and society in general classify, justify and treat whichever group is represented by the stereotype. I'm not sure enough people give enough thought to the third, equally dangerous, stereotype."

"Every teacher I've worked with over the last five years recalls two kinds of digital experiences with students. The first I think of as digital native moments, when a student uses a piece of technology with almost eerie intuitiveness. As digital natives, today's teens have grown up with these tools and have assimilated their logic. Young people just seem to understand when to click and drag or copy and paste, and how to move, merge and mix digital elements. The second I call digital naiveté moments, when a student trusts a source of information that is obviously unreliable. Even though they know how easy it is to create and distribute information online, many young people believe -- sometimes passionately -- the most dubious rumors, tempting hoaxes (including convincingly staged encounters designed to look raw and unplanned) and implausible theories. "

"Welcome to your new classroom. I am sure you are going to explain and teach in a way that I might never understand. You see, I come from a day of filmstrip projectors that beeped, ditto paper that left my fingers blue and the students enjoying the scent, bells that really did ring out a mechanical melody, 16 millimeter films that, if in color, amazed the kids. In fact, if these films were shown backwards it provided bonus entertainment. In recent years I have heard words that are so strange to me. These words include foreign terms such as twitter, blog, wiki, Skype, web 2.0, clickers, and interactive whiteboards. I have heard all this talk about 21st century skills and I am not even sure if I can tell you what they are. So there you have it. I am not one of those digital natives, nor am I a digital immigrant! I may not even be an analog native or immigrant. So, even though I do not know all the new terms, I thought that I might give you a list of ten items I feel just might ensure success no matter what century it is."

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.

Really interesting categorization of today's learners being Digital Orphans, Digital Exiles or Digital Heirs.

"The usual term is a digital native-students born into our digital, connected, and uber-social world who have always had Wikipedia to ask questions, and Google to bail them out."

""In Google we trust." That may very well be the motto of today's young online users, a demographic group often dubbed the "digital natives" due their apparent tech-savvy. Having been born into a world where personal computers were not a revolution, but merely existed alongside air conditioning, microwaves and other appliances, there has been (a perhaps misguided) perception that the young are more digitally in-tune with the ways of the Web than others. That may not be true, as it turns out. A new study coming out of Northwestern University, discovered that college students have a decided lack of Web savvy, especially when it comes to search engines and the ability to determine the credibility of search results. Apparently, the students favor search engine rankings above all other factors. The only thing that matters is that something is the top search result, not that it's legit. "

"Artificial Intelligence (AI) has been around for decades; however, with the introduction of generative AI, such as ChatGPT, there has been a newfound focus on how technology tools can impact the educational landscape. The AI revolution in industry is upon us and is beginning to establish itself as a permanent part of educational practice as evidenced by Lucarillo, Nagel, Hardman, and others. Therefore, it is crucial to equip teachers with the skills to use AI in ways that ensure a high-quality education for the students in classrooms across the globe. The urgency to upskill teachers is highlighted by the gap in skills that already exists in classrooms today, underscoring the digital divide. Just as in any content area, students come to classrooms with varying readiness levels and educational needs; using AI is no different. For example, there are preschoolers who play games on an iPad with empowered intelligent tutors. My prereading granddaughter uses AI predictive text programs, dictation technology, and iconography to text me from her mother's phone and to locate videos and programs she wants to watch. Some children, like her, have access, while there are many others who have no exposure or use of AI. Educators are encountering students at different AI literacy levels, and this divide will continue to grow. Therefore, teachers need to build the skillsets to increase their AI literacy and integration to develop more digital equity, serving students who are at a low readiness level, as well as those who are using AI as a writing partner."

"Digital Natives Are Slow to Pick Up Nonverbal Cues"

"People of all ages struggle to evaluate the integrity of the digital information that rains down with every web search and social media scroll. When the Stanford History Education Group released findings showing that most students couldn't tell sponsored ads from real articles, among other miscues, it intensified the scramble for tools and strategies to help students discern better. But a more recent study by Stanford's Sam Wineburg and Sarah McGrew suggests that many of the techniques that students and teachers employ - which include checklists and other practices most recommended for digital literacy - are often misleading. A better solution for navigating our cluttered online environment, they say, can be found in the practices of professional fact-checkers. Their approach, which harnesses the power of the web to determine trustworthiness, is more likely to expose dubious information. The following guidelines for interrogating online information, inspired by the fact-checkers' techniques, will increase students' odds of determining unreliable sources (and consuming reliable ones)."