In today’s digital age, the term ‘digital native’ is frequently used to describe young people who have grown up surrounded by technology. It suggests a generation, namely millennials and now Generation Z are naturally adept at using digital tools and resources (Gallardo-Echenique, 2015). However, not everyone agrees with this characterization and many scholars argue it oversimplifies a complex reality between individuals and technology and overlooks the digital divide.
At first glance, the idea of a digital native seems logical. Today’s youth often navigate smartphones, tablets, and social media effortlessly, implying a natural understanding of digital technology (Gallardo-Echenique, 2015) Yet, this view overlooks the diverse experiences that shape individuals’ digital literacy. Not all young people have equal access to technology or the skills to use it effectively.
One of the main criticisms of the term ‘digital native’ is its tendency to oversimplify the relationship between individuals and technology. Critics argue that labelling an entire generation as ‘digital natives’ ignores the significant differences within this demographic. While some may indeed possess advanced digital skills, others lack access or opportunities to develop them (Gallardo-Echenique, 2015). This digital divide, influenced by factors like socioeconomic status and cultural background, highlights the misconception of universal digital fluency among young people.
Furthermore, there’s concern about perpetuating stereotypes through the label of ‘digital native.’ Assuming all young people are proficient with technology can lead educators to overlook the need for explicit instruction in digital literacy skills. This oversight worsens inequalities by further marginalizing those lacking access or formal digital education opportunities.
Another issue with the term is that it fosters the belief that everyone is naturally good with technology, which isn’t always the case. Some children may require support to learn how to use computers or the internet effectively (Gallardo-Echenique, 2015). Assuming everyone is already skilled can lead to neglecting those who need assistance.
Whilst ‘digital native’ may sound like a catchy term, it fails to capture the full complexity of digital literacy. Recognizing differences in access and skills can enable better support for all young learners. Instead of assuming universal proficiency, focusing on teaching and shared assistance can bridge the gap between perceptions and reality in the digital world.
References:
Gallardo-Echenique, E., Marqués-Molías, L., Bullen, M., & Strijbos, J. (2015). Let’s talk about digital learners in the digital era. The International Review of Research in Open and Distributed Learning, 16(3). http://dx.doi.org/10.19173/irrodl.v16i3.2196
Learning in the Digital World 
I really enjoyed reading you week 2 blog, and explaination on what and who ‘digital natives’ are. And yes to a point I agree that the term digital natives is logical. However, with the technology divide there is many young people that do not have technology at their disposal, so the learning of technology is not constant. Even though at many secondary schools a form of technology is required, and maybe it stays at school during schools hours which is then required to be used for school work. This overall results in limited access to different platforms and medias that technology has to offer. This leads me to your statement ‘Assuming all young people are proficient with technology can lead educators to overlook the need for explicit instruction in digital literacy skills‘. I think maybe it is better to assume that they do not know it and start with the basics when teaching in a new class for the first time. And with that in mind I think I will slow down my instructions and assume the students I am teaching do not know everything about how their iPads work.
As I said at the start very interesting and a relatable post with may factors relating to young people and technology. Thank you.
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