Presentation of 'The digital natives as learners: Technology use patterns and approaches to learning' by Penny Thompson (2012).

1. The digital natives as
learners: Technology use
patterns and approaches to
learning
BY PENNY THOMPSON
Jodie & Gabby

2. RESEARCH QUESTIONS
1. What technology are we using and how often?
2. Which digital learner characteristics do students report
having when learning topics of personal interest?
3. When we’re interested are we more or less productive?
4. Does our technology usage correlate with characteristics
and productivity?

3. ICE BREAKER

4. HANDS UP IF YOU HAVE USED ANY
OF THE FOLLOWING TECHNOLOGIES
IN THE LAST 48 HOURS…
• text messaging
• Facebook
• voice call
• chatting in real-time
• using several technologies at once
1

5. HANDS UP IF YOU HAVE USED ANY
OF THE FOLLOWING TECHNOLOGIES
IN THE LAST 48 HOURS…
• creating a digital image
• uploading a digital image to a file-sharing
site
• creating or editing a video
• uploading a video to a file-sharing site
•creating an audio file
2

6. HANDS UP IF YOU HAVE USED ANY
OF THE FOLLOWING TECHNOLOGIES
IN THE LAST 48 HOURS…
• reading, writing, commenting on blog
entries
• creating or maintaining a website
• reading long detailed web pages
• reading entertainment web pages
3

7. TECHNOLOGIES
① Text messaging, Facebook, voice call, chatting in real-time, using several technologies at once
② Creating a digital image, uploading a digital image to a file-sharing site, creating or editing a
video, uploading a video to a file-sharing site, and creating an audio file
③ Reading, writing, and commenting on blog entries, creating or maintaining a website, reading
long detailed web pages, and reading entertainment web pages
④ Gaming
⑤ Use the web to explore a topic in depth, look up a fact, watching a video online, and listening to
music online
⑥ Annotating a web page, using a social bookmarking site, using a shared document on the web
(e.g., Google docs), and contributing to a wiki
⑦ Using word processors, spreadsheets, databases, and presentation tools
⑧ Updating or reading a micro-blogging site such as Twitter
⑨ Reading books for enjoyment or for learning

8. DIGITAL LEARNER
CHARACTERISTICS
• Craving speed
• Desire to multitask
• Preference for pictures over text
• Nonlinear processing
• Wanting to be constantly connected
• Learning through activity
• Expecting immediate feedback or payoff
• Expecting to have technology and feeling
anxious without it

9. THEORETICAL FRAMEWORK
UNDERPINNING THE RESEARCH [1]
“The popular press claims regarding a distinctly
‘digital native’ set of learning habits and behaviours
are based on the assumption that immersion in
digital technology during childhood and
adolescence, when neural plasticity is high,
habituates certain behaviours that affect the way
digital natives think and learn” (Thompson, 2013,
p.13)

10. THEORETICAL FRAMEWORK
UNDERPINNING THE RESEARCH [2]
• Neural plasticity is the “process where training in specific skills
leads to the development and strengthening of neural circuitry
used in performing those skills” (Thompson, 2013, p.13)
• Prensky claims children’s playing of video games and use of
digital technologies results in the exact type of training that can
affect development, such as: superior visual skills, hand-eye
coordination, multitasking and quick reaction to unexpected
events.
• Some researchers have cautioned that neural plasticity is
involved in ALL learning and should be used to assert that digital
natives are different from previous generations

11. THEORETICAL FRAMEWORK
UNDERPINNING THE RESEARCH [3]
• Academics also criticise popular claims
based on lack of empirical evidence as the
data thus far has mostly been anecdotal or
proprietary
• This study aims to take steps towards the
testing of assumptions implicit in popular
press

12. DESIGN OF THE METHOD FOR DATA
COLLECTION
PARTICIPANTS
• 3000 random freshmen students from a
large Midwestern university
• 388 complete responses
• Average age 18.22 years
• 61% GPA 3.5 - 3.9

13. DESIGN OF THE METHOD FOR DATA
COLLECTION
MATERIALS
• Data collection instrument: questionnaire developed
by researcher
• Questionnaire structured around 10 digital learner
characteristics (mentioned previously)
• Split into 4 parts – Digital Characteristics scale, The
Productive Learning Habits Scale, Technology Use
and Basic demographic information*
*online error: gender & ethnicity unknown

14. DESIGN OF THE METHOD FOR DATA
COLLECTION
• Descriptive and inferential statistics used to extract meaningful
information from data
• A principle components factor analysis performed on
technology use section of questionnaire to condense 41
technology activities into 9 categories (mentioned previously)
• Descriptive statistics computed, means and stand deviation
computed for entire scale and individual questions, then series
of bivariate correlations performed to investigate relationships
between four parts

15. PRESENTATION & DISCUSSION OF
RESULTS [1]
Research Question 1

16. Implications
• Teachers should evaluate claims about digital
natives’ technology proficiency critically and make
realistic assessments of their own students’
proficiencies
• Teachers should not assume students who do not
choose games or develop multimedia projects in
their free time find it motivating or engaging in
educational contexts

17. PRESENTATION & DISCUSSION OF
RESULTS [2]
Research Question 2

18. Implications
• Teachers should create iterative searches should be
employed to enable deep learning
• Do not assume students are exploiting all possible
benefits of technology or using it most productively
for learning
• Therefore, instruction in skills in crafting and refining
search terms as well as scaffolding effective use of
available technology

19. PRESENTATION & DISCUSSION OF
RESULTS [3]
Research Question 3

20. Implications
• Data collection based on self-reporting so there is
no way of knowing whether they actually do persist
… at the very least, displays acknowledgement for
the need for behaviours
• Highlights that majority of students feel it’s the
teachers’ responsibility to make learning enjoyable;
employing the use of technology and other tools to
do so.

21. PRESENTATION & DISCUSSION OF
RESULTS [4]
Research Question 4

22. Implications
• Challenge popular press assumptions that digital
learners are a homogeneous group of learners
• Correlation could be due to students with low
productive study habits using Rapid
Communications as a medium for procrastination
• Teachers should scaffold better learning habits

23. CONCLUSION
“students may be using a narrower range of
technology tools than the popular press
authors claim, and they may not be exploiting
the full benefits of these technology tools when
using them in a learning context.”
(Thompson, 2013, p. 23)

24. CONCLUSION
Students are not “self-sufficient learners” if they’re
simply given technology and no guidance.
Teachers have to prepare students for the digital
world by providing scaffolding that takes them
beyond rapid communication technology.
(Thompson, 2013, p. 23)

25. IMPLICATION FOR FURTHER
RESEARCH & TEACHING
• How to use a search engine effectively
• How to manage the distractions of
technology
• Technology is ONE influence among
MANY