Beyond the 'digital natives' debate: Towards a more nuanced understanding of students' technology experiences

By Sue Bennett, Karl Maton. Journal of Computer Assisted Learning, 2010

696 citations recorded by the source corpus.

Subfields: Communication, Information Systems, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8c0307076e67d1c60674533a85798559c08df03a

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Citations in the corpus

Beyond natives and immigrants: exploring types of net generation students (2010, background): “Until recently, what we know about digital native or Net Generation students has been largely derived from anecdotal accounts or based on untested assumptions [see Bennett et al. (2008) and Bennett & Maton (2010) for reviews].”
The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses (2012, background): “Technological advances are rapidly changing educational environments, bringing new opportunities and significant challenges for students, educators and educational institutions (Bennett and Maton, 2010; Collins and Halverson, 2010; Marshall, 2010).”
Challenges to learning and schooling in the digital networked world of the 21st century (2013, background): “…of the ubiquitous use of technology in our society, schools and universities often assume that their students are digitally literate, but it is becoming increasingly clear that students differ greatly in their use of technology and therefore in their technology skills (Bennett & Maton, 2010).”
Can we teach digital natives digital literacy? (2012, methodology): “Consistent with data shown elsewhere (e.g. Bennett & Maton, 2010; Jones, Ramanau, Cross, & Healing, 2010; Kennedy et al., 2008), these students do not engage as actively with content creation with Web 2.0 tools such as creating websites, keeping blogs or contributing to wikis.”
Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment (2013, background): “Although a number of scholars (Bennett & Maton, 2010; Bennett, Maton, & Kervin, 2008) have shown the empirical and theoretical weakness of these claims, some of the papers that we analysed in our review emphasize the argument relating to the expectations of the new generations of learners and the…”