Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 135-142 |
| Number of pages | 8 |
| Journal | Teaching and Teacher Education |
| Volume | 67 |
| DOIs | |
| Publication status | Published - Oct 2017 |
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Keywords
- Digital native
- Multitasking
- Homo zappiens
- Educational reform
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The myths of the digital native and the multitasker. / Kirschner, Paul A.; De Bruyckere, Pedro.
In: Teaching and Teacher Education, Vol. 67, 10.2017, p. 135-142.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - The myths of the digital native and the multitasker
AU - Kirschner, Paul A.
AU - De Bruyckere, Pedro
N1 - DS_Citation:Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teacher and Teacher Education, 67, 135-142. doi:10.1016/j.tate.2017.06.001
PY - 2017/10
Y1 - 2017/10
N2 - Current discussions about educational policy and practice are often embedded in a mind-set that considers students who were born in an age of omnipresent digital media to be fundamentally different from previous generations of students. These students have been labelled digital natives and have been ascribed the ability to cognitively process multiple sources of information simultaneously (i.e., they can multitask). As a result of this thinking, they are seen by teachers, educational administrators, politicians/ policy makers, and the media to require an educational approach radically different from that of previous generations. This article presents scientific evidence showing that there is no such thing as a digital native who is information-skilled simply because (s)he has never known a world that was not digital. It then proceeds to present evidence that one of the alleged abilities of students in this generation, the ability to multitask, does not exist and that designing education that assumes the presence of this ability hinders rather than helps learning. The article concludes by elaborating on possible implications of this for education/educational policy.
AB - Current discussions about educational policy and practice are often embedded in a mind-set that considers students who were born in an age of omnipresent digital media to be fundamentally different from previous generations of students. These students have been labelled digital natives and have been ascribed the ability to cognitively process multiple sources of information simultaneously (i.e., they can multitask). As a result of this thinking, they are seen by teachers, educational administrators, politicians/ policy makers, and the media to require an educational approach radically different from that of previous generations. This article presents scientific evidence showing that there is no such thing as a digital native who is information-skilled simply because (s)he has never known a world that was not digital. It then proceeds to present evidence that one of the alleged abilities of students in this generation, the ability to multitask, does not exist and that designing education that assumes the presence of this ability hinders rather than helps learning. The article concludes by elaborating on possible implications of this for education/educational policy.
KW - Digital native
KW - Multitasking
KW - Homo zappiens
KW - Educational reform
U2 - 10.1016/j.tate.2017.06.001
DO - 10.1016/j.tate.2017.06.001
M3 - Article
VL - 67
SP - 135
EP - 142
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
ER -