Students, the Net Generation, and Digital Natives. Accounting for educational change.

Autor/in	Jones, Chris
Titel	Students, the Net Generation, and Digital Natives. Accounting for educational change.
Quelle	Aus: Thomas, Michael (Hrsg.): Deconstructing digital natives. Young people, technology and the new literacies. New York, NY u.a.: Routledge (2011) S. 30-45Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	0-415-88996-0; 978-0-203-81884-8; 978-0-415-88993-3; 978-0-415-88996-4
Schlagwörter	Erziehung; Wissensgesellschaft; Gesellschaft; Kompetenzerwerb; Generation; Digitale Medien; Elektronische Medien; Informationsgesellschaft; Medienkompetenz; Digitaltechnik; Erziehung; Gesellschaft; Lernen; Soziales Netzwerk; Student; Informationsgesellschaft; Digitalisierung; Elektronische Medien; Generation; Netzwerk; Internet; Medienkompetenz; Lernen; Digitalisierung; Digitaltechnik; Musikunterricht; Soziales Netzwerk; Netzwerk; Internet; Gruppe (Soz); Student
Abstract	The author presents a critique of the arguments identifying digital natives as a distinct generation, while suggesting that research on digital technologies is merited and should engage in more sophisticated ways with the difference research has actually found to exist between digital-age learners. The chapter concludes by examining which aspects of the digital native and Net Generation arguments are worth taking forward and identifying those aspects of the arguments that need to be abandoned. A good reason why the Net Generation and digital native arguments persists is because they draw attention to the way new technologies are changing the approaches that young people take, not in generational ways, but in ways that are significant and require careful observation and assessment. The idea that technologies simply determine the outlook of an entire generation is one that should be discarded. Educational change is not fixed into generational patterns, which themselves are determined by technology, even though the affordances of technology still set the limits to what is possible. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/3