Tapscott (1998 and 2008) argues that the pure generation of young people born after 1983 is different from any previous generation because they have been exposed to digital technology in their daily lives, and that this has a profound impact on their attitudes and approach to learning. ... Tapscott argues that changes in technology have inevitable implications for learning and that education must move from a teacher-centered approach to a student-centered approach ( Going to university has become much easier today).
A related argument using the term Digital Natives has also had a broad impact on educational thinking (Prensky 2001 and 2001a). Prensky argues that digital natives are part of a process of discontinuous change: You might even call it a "singularity" - an event that changes things so fundamentally that there is no turning back. (Prensky 2001, p. 1) Prensky argued that there is a gap in education between “digital natives” and “digital immigrants” who retain the “emphasis” of the pre-digital era. In a recent article, Prensky suggested that the distinction between digital natives and immigrants would become less important (Prensky 2009). However, both Prensky and Tapscott argue that changes in technology have led to a generational gap. A recent UK report noted that “students are 'digital natives' - they grew up on ICT and look forward to using their own equipment at the university” (JISC 2008, p. 7). This view is not generally accepted, and other researchers have pointed to some notable differences in this generation of students. “In terms of how academic information was searched according to student baseline characteristics, there were also some notable differences between students ... For example, female students were significantly more likely than male students to report looking for information on university studies / assignments. ... Conversely - and just as important - no significant differences were noticeable in terms of student ethnicity, age, grade, or education in terms of grade A grades. Perhaps the most notable differences were in the subject discipline (Selwyn 2008 p17-19 ). This paper examines whether there is a distinct generation of the Web among first-year UK university students and whether there are significant gender or disciplinary differences. Elsewhere, we report elements related to collaboration and social media use (Jones and Ramanau 2009), and these findings suggest a need for a more detailed analysis of gender and discipline. Gunn et al. (2003) concluded from a longitudinal study of gender that: “It has been determined that gender access and computer literacy levels among the student population are becoming vanishing issues, and that male and female users tend to take different approaches to the use of technology, that is, research and development, rather than practical and instrumental "(Gunn et al. 2003, p. 27)". Our research confirms that gender disparities still exist, and they continue to affect ownership and access issues, despite narrowing the gap. Research conducted by US students in the ECAR program shows that in terms of skills with the main applications used for learning, there was little gender difference, with men and women reporting similar skill levels for most applications (Salaway et al 2008, p. eleven). ECAR's study also found that age was a significant factor in terms of the use of what they describe as communication and collaboration technologies such as text, instant messaging and social media (ibid., P. 49). As in the ECAR study, we show that gender remains significant for self-esteem in some areas, but gender is less important than age. Our research suggests that we must be careful when distinguishing between specific generations because while there are age differences, there are additional factors that differentiate learners, in particular gender and disciplinary differences. We find significant differences related to age, but reluctantly conclude that there is a clear disparity between the networked generation of digital natives and high school students..
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