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"If you're in higher education and you're developing a strategic plan or making investment decisions based on conversations you're having with the students currently in your classrooms--or even high school students--you're talking to the wrong audience," she warns. "You really need to be talking to third-graders. The high school kid applying to your school today is just not as 'native' as the kids further down the pike."

The problem with Prensky's assumption is that it's based on age--on the idea that, because you were born in a certain era, you must be a certain way

Another flaw in the eyes of some educators is the fact that Prensky labels everyone else as "digital immigrants," unable to achieve true fluency in the new tech world

"I don't think the term was ever valid, or even very useful," she says. "It assumes that older people are worse than younger people when it comes to technology. And it seems to assume that all young people are homogenous when it comes to technology use. Neither of those things is correct."

"My work has shown over the years that there are, in fact, significant differences among people of the same age when it comes to the skill with which they use digital media--and that age is not necessarily a determinant of skill,"

Nevertheless, Hargittai's study concluded that socioeconomic status is one of the most important predictors of how effectively people incorporate the web into their everyday lives.

They're digital dependent and digital stimulated. They know how to text messages and upload a video to YouTube, but in general they don't possess the deeper critical thinking skills they need to be truly digitally literate."

"They go to a website and look something up,

Certainly, there is no clinical evidence to back up any claims about physical changes in the brains of today's traditional-age students. But educators are providing anecdotal evidence of a shift in how students approach learning and education in general.