Marc Prensky set out in 2001 to decisively answer this question in his article “Digital Natives Digital Immigrants.” He makes a convincing argument that children who are growing up in a time when the explosion of technology has impacted every facet of our lives actually have different brain functions than those of us who are older.  Many educators and experts in education feel strongly that today’s learners are significantly different from those of thirty years ago, so is Prensky correct?  Jamie McKenzie (2007) wholeheartedly disagrees with this notion and cites multiple inconsistencies and research fabrications within Prensky’s work. While McKenzie does a great job convincing her reader that Prensky was misleading within his findings, her data is over a decade old and does not seem to be accurate for today’s student.

This is my daughter in the mid- 90’s. A “digital native” by Prensky’s definition, but is she different than the elementary student of today?

As an educator with over 20 years in the classroom, I can tell you that the children I am teaching today are certainly different than those I taught in the 90’s. I have noted the most dramatic differences in just the past five years. Some of these changes are characteristics that would be considered desirable in the classroom and others have caused us to totally revamp our instructional design.  

Today’s students often lack patience and persistence. They are typically more physically active and need regular movement in order to concentrate for a longer period of time. They are more comfortable sharing their opinions and less concerned with completing assignments on a timely basis. They are risk takers and innovators in areas they feel comfortable but do not often exhibit these same traits in new settings.  Most are very comfortable with technology.  

Are these changes due to growing up in the digital age or are other factors at play?

When Amy and I did a recent poll of our 4th and 5th grade students, less than 20% did routine chores at home; however, over 50% had nightly activities (sports, clubs, church, etc.) outside of the home which they were expected to attend. In addition to their own activities, most were attending sibling activities as well. This gave most of our students few, if any, nights off per week just to play. All of our students have at least one personal electronic device (computer, cell phone, tablet, etc.) and many have two or more.  Over half of our students have access to social networking sites.  This leads us to wonder, are children acting differently at school because they are overscheduled  at home? Have children of today not ever needed to fill their own playtime and therefore become bored easily when not continually stimulated?  

So, how are teachers to effectively instruct the digital native?  Do we cast aside our traditional teaching methods and embrace the learners of today, or do we make school a place where students are free from the distractions of technology that they are exposed to outside of our classrooms? One method does not need to be mutually exclusive of the other. Most children today act, perform, and collaborate differently than children of the past.  I personally do not think WHY digital natives learn differently is important, what is important is that we have a responsibility to meet children where they are and grow them to their fullest potential. Teachers should use whatever tool they have at their disposal to engage, personalize, and maximize learning for every child.

References:

Prensky, M. (2001). Digital natives, digital immigrants – Part II: Do they really think differently? On the Horizon, 9(6). Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

McKenzie, J. (2007). Digital nativism: Digital delusions and digital deprivation. From Now On, 17(2). Retrieved from http://fno.org/nov07/nativism.html