In the digital information age, the common notion that young people are intrinsically gifted in technology (so much so that they have been nicknamed “digital natives”) must be questioned. The Professor Edward Palmer from the University of Adelaide highlights how this presumed familiarity with technology does not necessarily translate into actual skills, especially in the educational context.
Young “digital natives”: myth or reality?
The term “digital natives”, minted way back in 2001 da Mark Prensky, outlined a generation that grew up in the age of the internet and omnipresent technology, contrasted with the "digital immigrants", or previous generations. Prensky argued that these young people “think and process information in a totally and fundamentally different way” than older people. Well, this belief is starting to falter under the weight of new research.
According to Palmer, the idea of digital natives is based on assumptions not validated by concrete evidence. The fundamental mistake is to assume that generational familiarity with technology automatically translates into mastery of it. In reality, many young people may use devices for social or entertainment purposes, but this does not automatically imply competence in broader and more meaningful technological use, especially in educational settings. On the contrary.
Technology education is essential
This “little misunderstanding” actually has important repercussions in education. It is often assumed that young people do not need to be educated in the use of technology, but this is a fallacy. To become digital experts in their learning journey, students need to be guided and trained, as learning requires a structured process.
Understanding what a hyperlink is, for example, is not intuitive for children raised on iPads. Likewise, the ability to think critically about the information provided by AI tools like ChatGPT must be developed through education. Does this seem like a small thing to you?
Preparing students for the digital future
In the age of the rise of artificial intelligence, it is crucial to ensure that students have the ability to interact intellectually with these technologies. This goes beyond simply checking out a movie to watch on the weekend.
Palmer suggests that digital teaching should be integrated into other parts of the school. It's not just about having a dedicated session, but about infusing digital understanding into various aspects of education, including ethical perspectives of technology use.
Students need a solid foundation of foundational knowledge and critical skills to use AI effectively. This poses challenges in both primary and secondary education and higher education.
Young people are not born digital: they become digital
The biggest challenge is to encourage in-depth study in an age where answers are readily available via digital tools. The role of educators is critical in ensuring that students are equipped not only with immediate answers, but with the skills and knowledge to navigate and understand the digital world in a critical and informed way.
In the era of hyperspeed, of overstimulation and on-demand, learning a bit of "slow thinking" could make young people "digital acquisitions", given that they were not born with it.
