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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8945
Title: The myths of the digital native and the multitasker
Authors: Kirschner, Paul A.
De Bruyckere, Pedro
Keywords: Digital native
Multitasking
Homo zappiens
Educational reform
Issue Date: 2017
Publisher: Elsevier
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
Abstract: 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.
URI: http://hdl.handle.net/1820/8945
Appears in Collections:1. FEEEL Publications, books and conference papers

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