Ann writes

Generational Nuances

I am alternately fascinated and frustrated by the whole “digital native/digital immigrant,” Net-Gen discussion. Prensky is probably the most well-known proponent of this digital generation idea, suggesting that “today’s students think and process information fundamentally differently than their predecessors.” New books continue the emerge, and I dare say we have all sat through many a PowerPoint presentation on generational differences in recent years.

I am fascinated by this because I do see differences in today’s college students over the past few years. A disturbing number (but certainly not all) lack the basic writing skills of sentence construction and grammar, not to mention logic and ability to construct a cogent argument. I do see  many students who lack ability to distinguish what is a credible resource and what is a suspect.  When I teach a face-to-face class, I know many are unapologetically busy at their laptops playing games, instant messaging, or updating Facebook.

On the other hand, I am frustrated because there is no conclusive evidence to support the “digital native” concept. The recent NSF Cyberlearning Report supports the observation that while today’s students are heavy users of digital media for communication, they are far less skilled or likely to use it for learning. Growing up with digital media does not equal digital competence. In contrast, there are many students and teachers who are “digital immigrants” who have effectively harnessed digital tools to obtain and manage information, and who are very open to trying new applications. Others are debunking generational differences, and our own research raises doubts:

• In a study examining generational differences in physical therapists, differences between generations fades in comparison to similarities in professional values (Stumbo, Thiele, and York, 2007).
• In a study looking at learning preferences in physician assistant students, the majority (68%) preferred a traditional lecture approach to teaching evidence-based practice rather than a self-paced online learning module (York, Nordengren, and Stumbo, in process).

Yes, broad generational differences exist; always have, always will. But the evidence suggests we should be cautious not to place too much emphasis on these differences because there are many nuances. In education, we need to focus on the skills necessary for both traditional and digital literacy  with all students.

Tags: digital immigrant, digital native, literacy, net gen