Teaching Digital Natives: Partnering for Real Learning

By Marc Prensky. 2010

773 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/52f0d7d2450a50fc9bf745487899d42485f33215

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Citations in the corpus

Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class (2017, background): “Active learning is especially relevant to the millennial student (born after 1982) who thrives in an environment of variety and change (Prensky, 2010).”
Teacher beliefs and technology integration practices: A critical relationship (2012, background): “According to Prensky (2010), " more and more young people are now deeply and permanently technologically enhanced, connected to their peers and the world in ways no generation has been before " (p. 2).”
Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load (2016, background): “A new generation of students are growing up with ICT embedded in their daily lives (Prensky, 2010).”
Analyzing a college course that adheres to the Universal Design for Learning (UDL) framework (2012, background): “The use of technology in higher education is increasing as members of the millennial generations enter college (Dahlstrom, deBoor, Grunwald, & Vockley, 2011; Howe & Strauss, 2003; Oblinger & Oblinger, 2005)—bringing new digital approaches and expectations for the classroom instructor (Levin & Arafeh”
Students' perceptions of Facebook for academic purposes (2014, background): “Today’s students can be described as digital natives or members of the Net Generation; they were born in the digital age and have been interacting with digital technology from an early age (Prensky, 2001, 2010; Tapscott & Williams, 2008, 2010; Thompson, 2013).”
The flipped classroom: supporting a diverse group of students in their learning (2019, background): “This active learning approach is specifically appealing to so-called millennial learners (born between 1981 and 1996) who thrive in an ever-changing and dynamic environment (Prensky 2010).”
Effects of video-game play on information processing: A meta-analytic investigation (2013, background): “Arguably, the cohort of “ digital natives ” (Prensky, 2001, 2010) lacks a true control group for comparison, as any sample of younger participants is likely to have exposure to what are by now ubiquitous digital displays, interfaces, and mobile technologies.”
How should the higher education workforce adapt to advancements in technology for teaching and learning? (2012, background): “Indeed, those involved in teaching have long argued that a new generation of technology-savvy students is entering higher education, bringing with it the need for a different approach to the use of digital tools (e.g. Prensky, 2001; 2010).”
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning (2013, background): “As noted by Prensky (2010), it is more important to consider the “verbs” of learning than the “nouns” (or tools), simply because tools continually change: “The verbs of learning (e.g., understanding, communicating, presenting, persuading) are unlikely to change for 21st century students.”
The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing (2018, background): “They are born in the digital age and have been interacting with digital technology from an early age (Arteaga Sánchez, Cortijo, & Javed, 2014; Prensky, 2001, 2010; Tapscott & Williams, 2008, 2010; Thompson, 2013).”
The Flipped Classroom: An Opportunity to Engage Millennial Students through Active Learning Strategies. (2013, background): “…in class for greater teacher-to-student.mentoring and peer-to-peer collaboration, increasing the possibility to engage Millennial students (Prensky, 2010).. Learning Using Non-Lecture Based Strategies A flipped, or inverted, classroom model could be adapted easily to multiple disciplines…”