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by Marc Prensky Our children today are being socialized in a way that is vastly different from their parents. The numbers are overwhelming: over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 500,000 commercials seen-all before the kids leave college. And, maybe, at the very most, 5,000 hours of book reading. These are today's ―Digital Native‖ students. 1 In Digital Natives, Digital Immigrants: Part I, I discussed how the differences between our Digital Native students and their Digital Immigrant teachers lie at the root of a great many of today's educational problems. I suggested that Digital Natives' brains are likely physically different as a result of the digital input they received growing up. And I submitted that learning via digital games is one good way to reach Digital Natives in their ―native language.‖ Here I present evidence for why I think this is so. It comes from neurobiology, social psychology, and from studies done on children using games for learning.

by Marc Prensky Our children today are being socialized in a way that is vastly different from their parents. The numbers are overwhelming: over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 500,000 commercials seen-all before the kids leave college. And, maybe, at the very most, 5,000 hours of book reading. These are today's ―Digital Native‖ students. 1 In Digital Natives, Digital Immigrants: Part I, I discussed how the differences between our Digital Native students and their Digital Immigrant teachers lie at the root of a great many of today's educational problems. I suggested that Digital Natives' brains are likely physically different as a result of the digital input they received growing up. And I submitted that learning via digital games is one good way to reach Digital Natives in their ―native language.‖ Here I present evidence for why I think this is so. It comes from neurobiology, social psychology, and from studies done on children using games for learning.

Hi. I wrote a paper about digital natives as part of an anthropology assignment for a doctoral course. Researchers from around the world have empirically proven that Prensky's theories are false. Additionally, while neuroscience has shown that brains do change as a result of neuroplasticity, to argue that it is generational is also a false claim. Though cognitive theory shows that learners bring their prior experiences to the interpretation of new educational opportunities - impacting attention and interpretation - all generations have had this occur. There is merit to the point that we should take learner's prior experience into consideration when designing instruction; however, Prensky's digital native claims may have done more to create tension between students and teachers than to provide instructional support. If you would like any of the scholarly studies, I have a published reference list at http://brholland.com/reference-list. Beth

Our students have changed radically. Today's students are no longer the people our educational system was designed to teach.

digital visitors and digital residents - an alternative to prensky's digital native s and digital immigrants

In 2001 Marc Prensky divided the world into two broad groups, Digital Natives and Digital Immigrants. His idea struck a chord with popular culture and has become a dominant paradigm in education. Given the core concept remains a feature of educational dialogues it is worth re-visiting and seeing how the idea might evolve to better serve our needs and understandings of how people born after the internet, learn with and think about, technology.

An alternative schema to the "digital native" vs. "digital immigrant" dichotomy. Emphasis is placed upon one's own adaptation to technology-rich culture using the axes of "access" and "participation" to form a classification quadrant.

Very good article on Digital Natives in post-secondary settings.

Important revision of the frankly distracting "digital native/digital immigrant" discourse.

Educational Origami is a blog , and a wiki, about the integration of ICT (Information and Communication Technologies) into the classroom, this is one of the largest challenges that I feel we as teachers face. It's about 21st Century Learning and 21st Century Teaching. Marc Prensky coined the now popular and famous phrase "Digital natives and digital immigrants" in his two papers by the same name. Ian Jukes talks about Digital Children. The world is not as simple as saying teachers are digital immigrants and students digital natives. In fact people fit into both camps. We know that experience, like using a computer, will change the structure of our brain, This is a concept called Neuroplasticity. We also know that, the more intense the experience, the more profound the change. Our students, who often have a greater exposure to technology, are likely to be more neurologically adapted, but adults can as easily be "Digital Natives". I made this wiki on request from Miguel Guhlin after I blogged about matching ICT tools to traditional classroom practice and Bloom's Taxonomy.The wiki has grown a little since then.

Contents I. Introduction II. Prensky's Digital Natives, Digital Immigrants: A critique III. Towards a new metaphor of engagement with online technology IV. Visitors and Residents V. Discussion VI. Conclusion

A robust rebuttal of Prensky, Tapscott, et al's assertions that contemporary generations are more technologically proficient than their predecessors. The counter-argument is that our society has become more technological and individuals are more or less well adapted to this change. The author of this rebuttal (Pontefract) makes a case based upon logic, personal experience, and several recent research studies.

There is less tolerance for educators who do not believe it is their responsibility to move their teaching out of the past. Those stuck in the past... those who are not developing their own personal learning networks... those not taking ownership for their learning... are doing a great disservice to our students and themselves.