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Defining the digital public space
Published in Naomi Jacobs, Rachel Cooper, Living in Digital Worlds, 2018
Prensky postulates that the brains of this generation are fundamentally different because of the environment in which they have grown up. While older people may be ‘digital immigrants’, the young are ‘digital natives’ who are fluent in the use of technology because they have grown up with it. There is much disagreement surrounding this. Opponents of his viewpoint argue that it is not the brains of the younger generation that are different, but the tools that are available to them and the uses that brains are being put to. This is even more the case as mobile devices become more and more prevalent, and young people in developed countries are exposed to a culture of ‘always available’ connected digital spaces. A survey in March 201113 indicated that ownership of mobile devices is growing year on year in the UK, and found that 94% of children in the UK aged 12-15 owned a mobile phone. A different more detailed survey (Masters, 2010) found that 52% of all children owned a mobile phone, with 11% owning smartphones, and 35% owning laptops (with the figure at 50% for 11-16 year olds).
Instructional Technologies in Aviation Training: Today and Beyond
Published in Suzanne K. Kearns, Timothy J. Mavin, Steven Hodge, Competency-Based Education in Aviation, 2017
Suzanne K. Kearns, Timothy J. Mavin, Steven Hodge
Beyond how digital natives learn, another (often more frustrating) issue is learners becoming distracted by their personal devices. Current educators only have to take a quick glance around a classroom to realize that the younger generation are continuously connected to the online world. This connectivity poses a significant distraction in a learning environment. Students distracted during class receive 11% lower exam grades than their peers. Interestingly, these distractions are not limited to the individual learner using the device. Fellow learners in a classroom who were not using technology yet were seated near a web-using student scored 17% lower on their exams—demonstrating that distraction from others poses a more negative impact on learning than using one’s own device (Sana, Weston and Cepeda 2013). It is difficult for even the best instructors to compete with technology, as learners are only a click away from a world of information. Perhaps instructional approaches that integrate teaching technologies would be more engaging for digital native learners. One application of technology to the classroom is based on the collection and use of a large number of individual and organizational data points, called big data.
Globalization, Localization, and Cross-Cultural User-Interface Design
Published in Julie A. Jacko, The Human–Computer Interaction Handbook, 2012
Other claims are made for the cultural stability of age cohorts like the current “millennials” or “digital natives.” Digital natives have grown up surrounded by computers, mobile devices, video games, and the Internet, whereas others who have always used some other form of technology first are termed “digital immigrants,” held back by their initial impressions of the “right” (older or previous) way to do things. Many claims have been made about how digital natives differ from digital immigrants, such as the following quote by Prensky (2001a) discussing changes in education:Digital Natives are used to receiving information really fast. They like to parallel process and multi-task. They prefer their graphics before their text rather than the opposite. They prefer random access (like hypertext). They function best when networked. They thrive on instant gratification and frequent rewards. They prefer games to “serious” work.... But Digital Immigrants typically have very little appreciation for these new skills that the Natives have acquired and perfected through years of interaction and practice.
Effect of educational robotic applications on students’ cognitive outcomes
Published in Behaviour & Information Technology, 2022
At macro level, digitalisation is considered as ‘the new economy, society, and culture’ and is seen as one of the crucial characteristics of the present era (Castells 2010), whereas at micro level it can be seen as building something, designing, and using it in interaction with others instead of just using social media or the Internet for playing games or interacting with others (Calder 2010; Resnick 2007). It is clear that the new generation raised as ‘digital natives’ needs to actively use technology in their daily lives as well as educational environments. Being a digital native mainly depends on how easily one gets used to technology and how long it takes for one to adapt to technological developments (Vanslyke 2003). Therefore, it would not be wrong to say that we need to integrate technology that is used by digital natives into every sphere of our lives. For this reason, researchers argue that the development of technology is universal and that it should be integrated into educational environments (Wilson, Ritzhaupt, and Cheng 2020).
Ethno-racial identity and digitalisation in self-presentation: a large-scale Instagram content analysis
Published in Behaviour & Information Technology, 2022
Nadia A. J. D. Bij de Vaate, Jolanda Veldhuis, Elly A. Konijn
However, a recent study examining national cultures did not find divergence, but rather convergence (Liu, Wang, and Liu 2018). They found that individuals from different cultures actually converged in their online self-disclosure intentions. This presumption of converging culture argues that the stream of media and media usage can shift cultural norms (Jenkins 2006). Luppicini (2013) argues that digital technologies are highly embedded in daily life. Especially, individuals who grew up with new technologies, so-called ‘digital natives’, would be fluent in using new technologies and more self-expressive than other generations (Prensky 2001; Taylor and Keeter 2010). Due to digitalisation, individuals are assumed to be a more homogenised group who put the individual first and follow more self-centered and individualised standards (Twenge 2014). This shift in norms can be further underpinned via the Technoself studies (TSS; Luppicini 2013). Research into the so-called technoself suggests that the way in which individuals’ self-construct is developed, is dependent upon the technological affordances at hand. Even though Instagram offers various ways of how individuals can present themselves, the affordances of the platform and the accompanying editing features are similar for all users, possibly resulting in homogenisation of media content. Particularly, the overall adherence to the White culture Western ideal is argued to be one of the reasons why more recent studies found less evidence for Black–White differences in body image concerns (Watson, Lewis, and Moody 2019). Also among other ethnic and racial groups, such as Hispanic and Asian populations, pressure to acculturate to Western beauty ideals leads to internalisation of those Western ideals (Chin Evans and McConnell 2003; Menon and Harter 2012).
Assessing the need for a wearable sign language recognition device for deaf individuals: Results from a national questionnaire
Published in Assistive Technology, 2022
Karly Kudrinko, Emile Flavin, Michael Shepertycky, Qingguo Li
A comparison between younger and older generations revealed a surprising trend – older generations gave higher average ratings for the proposed SLR device than younger generations. The term digital natives can be used to describe the generations who have grown up in the digital world and cannot remember a time without using technology, while digital immigrants remember the time period before technology took precedence (Prensky, 2001). It was expected that the younger cohort in our study would be more open to and comfortable with new technologies, and thus they would be more likely to give higher ratings. However, the opposite was true. The rationale behind digital natives giving lower ratings in this study could be that they already have effective communication strategies that they are comfortable using. Many participants in our study listed typing/texting as a common method of communication between Deaf and hearing individuals. The younger generations may be more reliant on alternative methods of correspondence, such as the use of a digital notepad on their Smartphones. The 36+ age category, or digital immigrants, may not have a Smartphone or may not be as comfortable texting at an efficient speed as younger individuals (Palin et al., 2019). If this were the case, these individuals might view SLR devices as a more efficient method of correspondence compared to pen and paper. Singleton et al. examined technology use in older Deaf adults and found that attitudes toward technology were more positive than negative (2019). These results and our findings support the notion that although digital immigrants are not always experienced or comfortable with using new technologies, they are open to the possibility of learning. It should be noted that some older Deaf adults may feel that a certain technology is too difficult for them to learn how to use if it is too complex (Singleton et al., 2019). Systems and training guides should be developed accordingly.