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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."

"It is how they perceive [the web] that makes them different in my opinion," he explains. "Many older people use the web, of course, but for digital natives the web is an integral part of their lives. They go there first, instinctively. And yes, some are better at it than others. I definitely agree that there is a continuum of capabilities among the digital natives. But if we are talking about what makes them different from previous generations, I believe it is this connection to the web."

She says this group of learners is more globally aware, thanks to the internet, and more adept at collaborative uses of the web.

"This generation definitely has a thematic approach to learning," she says, "which is not about, 'I'm a vessel--go ahead and fill me up.' It's about, 'I'm the master of my own educational destiny. Give me lots of input and I'll find what I think is most important.' Most of the [K-12] schools I talk to still believe that they are the custodians of knowledge. But for these kids, increasingly, [schools] are just one more source of input."

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.

"They go to a website and look something up,

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."

"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,"

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