Are digital natives a myth or reality? University students' use of digital technologies

By Anoush Margaryan, Allison H. Littlejohn, Gabrielle Vojt. Comput. Educ., 2011

1,089 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/94e89c4024ab7809aec3b3b7f535b389a4e6c9fa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Wan Ng
2. J. V. van Merriënboer
3. Paul A. Kirschner
4. Louise Starkey
5. Pedro De Bruyckere
6. John Sweller
7. Fred Paas
8. Sanna Järvelä

In Sociology and Political Science

1. Wan Ng
2. J. V. van Merriënboer
3. Paul A. Kirschner
4. Pedro De Bruyckere
5. Reynol Junco
6. Papia Bawa

Citations in the corpus

• Net generation or Digital Natives: Is there a distinct new generation entering university? (2010, background): “In the UK Margaryan and Littlejohn (2009) found that students used a limited range of established technologies for learning and another limited range for recreational and social use.”
• Do Learners Really Know Best? Urban Legends in Education (2013, methodology): “Margaryan, Littlejohn, and Vojt (2011) reported that university students (i.e., members of the Net generation) use a limited range of technologies for learning and socialization: “The tools these students used were largely established technologies, in particular mobile phones, media player, Google,…”
• The myths of the digital native and the multitasker (2017, background): “A study carried out by Margaryan, Littlejohn, and Vojt (2011) reported that while university students (i.e., again all born after 1984 and thus belonging to the generation of digital natives) do make frequent use of digital technologies, the range of technologies they use for learning and…”
• A review of research exploring teacher preparation for the digital age (2019, background): “While evidence does not support generational di ff erences in using learning technology (Margaryan, Littlejohn, & Vojt, 2011), the notion appears to have in fl uenced the research agenda directly through studies that explore teacher age with the assumption that younger are more digitally competent…”
• Can we teach digital natives digital literacy? (2012, background): “Margaryan, Littlejohn, and Vojt (2011) asserted that students have a limited understanding of how technology could support their learning and that their expectations of learning with technologies are in fl uenced by their lecturers ’ approaches to teaching.”