On the Horizon Digital Natives, Digital Immigrants Part 1 Marc Prensky, Article information: To cite this document: Marc Prensky, (2001) "Digital Natives, Digital Immigrants Part 1", On the Horizon, Vol. 9 Issue: 5,pp. 1-6, doi: 10.1108/10748120110424816 Permanent link to this document: http://dx.doi.org/10.1108/10748120110424816 Downloaded on: 29 March 2017, At: 12:03 (PT) References: this document contains references to 0 other documents. To copy this document: [email protected] The fulltext of this document has been downloaded 34733 times since 2006* Users who downloaded this article also downloaded: (2001),"On the Horizon broadens its horizons – to publish may be to perish?", On the Horizon, Vol. 9 Iss 5 pp. 2-3 http:// dx.doi.org/10.1108/10748120110734687 (2011),"Digital natives and digital immigrants: getting to know each other", Industrial and Commercial Training, Vol. 43 Iss 7 pp. 460-466 http://dx.doi.org/10.1108/00197851111171890

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Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) *Related content and download information correct at time of download. O N the ORIZON THE STRATEGIHC PLANNING RESOURCE FOR EDUCATION PROFESSIONALS September/October 2001 Volume 9,Number 5 Digital Natives,Digital Immigrants Part 1 Marc Prensky games2train.com and Corporate Gameware LLC [email protected]

t is amazing to me how,in all the hoo-ha instant messaging are integral parts of their and debate these days about the decline of lives. education in the USA,we ignore the most It is now clear that,as a result ofthis IN THIS ISSUE: Digital Natives, Digital Immigrants fundamental of its causes.Our students ubiquitous environment and the sheer volume Park 1 Ihave changed radically.T oday’s students are of their interaction with it,today’ s students Marc Prensky ...... 1 no longer the people our educational system think and process information fundamentally was designed to teach. differently from their predecessors.These From the Editor Today’s students have not just changed differences go far further and deeper than On the Horizon Broadens its Horizons – To Publish May Be To Perish? incrementally from those of the past, nor most educators suspect or realize.“ Different Tom P.Abeles ...... 2 simply changed their slang,clothe s,body kinds of experiences lead to different brain adornments,or styles,a s has happened structures,“ says Dr Bruce D.Berry of Baylor Legacy-based Thinking II: Resisting New between generations previously.A really big College of Medicine.As we shall see in the next Tools and Competencies discontinuity has taken place.One might even installment,it is very likely that our students’ Arthur Harkins and George Kubik . . . .6 call it a “singularity”– an event which changes brains have physically changed – and are A Voice from Pari things so fundamentally that there is absolutely different from ours – as a result of how they Elena Liotta ...... 10 no going back.This so-called “singularity”is grew up. But whether or not this is literally the arrival and rapid dissemination ofdigital true,we can say with certainty that their Scanning the Environment NextEd Offers Multiple Services for

Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) technology in the last decades of the twentieth thinking patterns have changed.I will get to Hitting Asian Marketplace century. how they have changed in a minute. George Lorenzo ...... 13 Today’s students – K-12 through college – What should we call these “new”students represent the first generations to grow up of today? Some refer to them as the N-(for Book Reviews with this new technology.They have spent Net)-gen or D-(for digital)-gen.But the most Is it or isn’t it? their entire lives surrounded by and using useful designation I have found for them is Tom Abeles ...... 15 computers,videogames, digital music players, Digital Natives.Our students today are all video cams,cell phones,and all the other toys “native speakers”of the digital language of and tools of the digital age.T oday’s average computers,video games and the Internet. college grads have spent fewer than 5,000 So what does that make the rest of us? hours of their lives reading,but over 10,000 Those of us who were not born into the hours playing video games (not to mention digital world but have,at some later point in 20,000 hours watching TV).Computer our lives,become fascinated by and adopted games,e-mail, the Internet,cell phones and many or most aspects ofthe new technology continued on page 3 are actively seeking alternatives to distribution of Digital Natives, Digital Immigrants traditional journal articles through a limited number of publishing houses that control rights and are considered Part 1 to be making exceedingly large profits through their continued from page 1 control of the distribution of what is seen,traditionally, as public knowledge.In addition to the academics, are,and always will be,compared with them,Digital scholarly libraries have become concerned,as the Immigrants. proliferation of journals and the rapidly rising costs The importance of the distinction is this:As Digital severely pressure increasingly limited budgets. Immigrants learn – like all immigrants,some better Not only is the academic community faced with than others – to adapt to their environment,they confronting the issues of preprints,online journals and always retain,to some degree,their “accent”, that is increasing numbers of traditional publications,but their foot in the past. The “digital immigrant accent” also the electronic medium adds what has traditionally can be seen in such things as turning to the Internet for been fugitive literature or knowledge on the fringe. information second rather than first,or in reading the This includes,in particular,materials from conferences, manual for a program rather than assuming that the workshops and seminars that in the past have program itself will teach us to use it.T oday’s older folk languished in the archives ofsmall,specialized were “socialized”differently from their kids,and are associations and scholarly societies.Often relegated to now in the process of learning a new language.And a obscure collections or recast for traditional venues, language learned later in life,scientists tell us,goes into they now are becoming available through the Internet a different part of the brain. in a variety of formats. The rise of semantic search engines makes these A language learned later in life, visible to the larger community of researchers and students,yet one cannot ascertain whether these are scientists tell us, goes into a different critical or serve only to increase the information part of the brain overload.W e are facing a world where the cost per bit of information is getting cheaper,while the cost of a useful bit may be exceedingly costly.In such a world, There are hundreds of examples of the digital immigrant where fiscal resources are limited, how does The accent.They include printing out your e-mail (or having Academy cope? your secretary print it out for you – an even “thicker” Additionally,c ampuses,many ofwhich have accent);needing to print out a document written on the embraced the delivery of knowledge through a variety computer in order to edit it (rather than just editing on of IT products and processes,including the Internet, the screen);and bringing people physically into your are faced with shifting library usage,including office to see an interesting Web site (rather than just decreased use of both the physical space and print sending them the URL).I’ m sure that you can think of resources.There is increasing concern that end users one or two examples of your own without much effort. will seek no further than electronic sources and that My own favorite example is the “Did you get my e-mail?” the traditional social functions of a campus library phone call.Those of us who are Digital Immigrants can, may yield to lessons learned from the larger booksellers and should, laugh at ourselves and our “accent.” with their coffee-houses. But this is not just a joke.It’ s very serious,because Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) Thus, OTH itself becomes a probe into the venerable the single biggest problem facing education today is publishing institution and a sensor as to what might lie that our Digital Immigrant instructors,who speak an ahead in the arena of academic publishing.What, outdated language (that of the pre-digital age),are indeed,are the implications for The Academy? What is struggling to teach a population that speaks an entirely the function ofprint in The Academy? What do new language. traditional publishing and the growing number of This is obvious to the Digital Natives – school often scholarly electronic journals imply? With the feels pretty much as if we’ve brought in a population of exponential growth of various forms of e-learning heavily accented,unintelli gible foreigners to lecture accessible to both on- and off-campus students,for them.They often can’t understand what the Immigrants what should the “building fund”be used – clicks or are saying.What does “dial”a number mean,anyway? bricks? Do we see the future through the eyes of a Lest this perspective appear radical,rather than just cyber immigrant or a cyber native? descriptive,let me highlight some of the issues.Digital On the Horizon will be looking in depth at these hard Natives are used to receiving information really fast. questions and others,as our scanning radar is amplified They like to parallel process and multi-task.The y with the resources of Emerald and our expanded prefer their graphics before their text rather than the format allows a more critical interpretation. l opposite.They prefer random access (like hypertext).

3 On the Horizon • September/October 2001 They function best when networked.They thrive on read from their textbooks.I quit.”In the giddy Internet instant gratification and frequent rewards.They prefer bubble of a only a few months ago – when jobs were games to “serious”work .(Does any of this sound plentiful,especially in the areas where school offered familiar?) little help – this was a real possibility.But the dot-com drop-outs are now returning to school.They will have to confront once again the Immigrant/Native divide, Digital Natives are used to receiving and have even more trouble,given their recent information really fast.They like to experiences.And that will make it even harder to teach them – and all the Digital Natives already in the system parallel process and multi-task – in the traditional fashion. So what should happen? Should the Digital Native But Digital Immigrants typically have very little students learn the old ways,or should their Digital appreciation for these new skills that the Natives have Immigrant educators learn the new? Unfortunately,no acquired and perfected though years of interaction and matter how much the Immigrants may wish it,it is practice.These skills are almost totally foreign to the highly unlikely that the Digital Natives will go Immigrants,who themselves learned – and so choose backwards.In the first place,it may be impossible – to teach – slowly,step-by-st ep,one thing at a time, their brains may already be different.It also flies in the individually,and above all seriously.“ My students just face of everything we know about cultural migration. don’t _____ like they used to,”D igital Immigrant Kids born into any new culture learn the new language educators grouse.I can’t get them to ____ or to ____. easily,and forcefully resist using the old. Smart adult They have no appreciation for _____ or _____ .(Fill in immigrants accept that they don’t know about their the blanks – there are a wide variety ofchoices.) new world and take advantage of their kids to help Digital Immigrants don’t believe that their students them learn and integrate.Not-so-sma rt (or not-so- can learn successfully while watching TV or listening to flexible) immigrants spend most of their time grousing music,because they (the Immigrants) can’t. Of course about how good things were in the “old country.” not – they didn’t practice this skill constantly for all of So,unless we want to just forget about educating their formative years.Digital Immigrants think that Digital Natives until they grow up and do it themselves, learningcan’ t (or shouldn’t) be fun.Why should they? we had better confront this issue.And in so doing we They didn’t spend their formative years learning with need to reconsider both our methodology and our Sesame Street. content. Unfortunately for our Digital Immigrant teachers, First,our methodology.T oday’s teachers have to the people sitting in their classes grew up on the learn to communicate in the language and style of their “twitch speed”of video games and MTV.They are used students.This doesn’t mean changing the meaning of to the instantaneity of hypertext,downloaded music, what is important,or of good thinking skills.But it phones in their pockets,a library on their laptops, does mean going faster,less step-by step,more in parallel, beamed messages and instant messaging.They’ ve been with more random access,among other things. networked most or all of their lives.They have little Educators might ask,“ But how do we teach logic in patience for lectures,step-by-step logic,and “tell-test” this fashion?”While it’s not immediately clear,we do instruction. need to figure it out. Digital Immigrant teachers assume that learners are Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) the same as they have always been,and that the same methods that worked for the teachers when they were Not-so-sm art immigrants spend most students will work for their students now.But that of their tim e grousing about how good assumption is no longer valid. Today’s learners are different.“ Www.hungry.com,”said a kindergarten things were in the “old country” student recently at lunch-time.“ Every time I go to school I have to power down,”complains a high-school student.Is it that Digital Natives can’t pay attention,or Second,our content.It seems to me that after the digital that they choose not to? Often from the Natives’point “singularity”there are now two kinds of content: of view their Digital Immigrant instructors make their “Legacy”content (to borrow the computer term for old education not worth paying attention to compared systems) and “Future”content. with everything else they experience – and then they “Legacy”content includes reading,writing, arithmetic, blame them for not paying attention! logical thinking,understanding the writings and ideas And,more and more,they won’t take it.“ I went to a of the past, etc.– all of our “traditional”curriculum. It highly ranked college where all the professors came is of course still important,but it is from a different era. from MIT,”says a former student.“ But all they did was Some of it (such as logical thinking) will continue to be

4 On the Horizon • September/October 2001 important,but some (perhaps like Euclidean geometry) him is to use the CAD software,which the learner must will become less so,as did Latin and Greek. employ to build tools,fix weapons,and defeat booby- “Future”content is to a large extent,not surprisingly, traps.There is one hour of game time,plus 30 “tasks,” digital and technological.But, while it includes software, which can take from 15 minutes to several hours, hardware,robotics, nanotechnology, genomics, etc., it depending on one’s experience level. also includes the ethics,politics, sociology, languages Monkey Wrench has been phenomenally successful in and other things that go with them.This “Future” getting young people interested in learning the software. content is extremely interesting to today’s students.But It is widely used by engineering students around the how many Digital Immigrants are prepared to teach it? world,with over 1 million copies of the game in print Someone once suggested to me that kids should only in several languages.But, while the game was easy for be allowed to use computers in school that they have my Digital Native staff to invent,creating the content built themselves.It’ s a brilliant idea that is very doable turned out to be more difficult for the professors,who from the point of view of the students’capabilities. But were used to teaching courses that started with “Lesson who could teach it? 1 – the Interface.”We asked them instead to create a series ofgraded tasks,in to which the skills to be “Legacy” content includes reading, learned were embedded.The professors had made five- writing, arithmetic, logical thinking, to-ten-minute movies to illustrate key concepts;we asked them to cut them to under 30 seconds. The understanding the writings and ideas professors insisted that the learners do all the tasks in of the past order;we asked them to allow random access.They wanted a slow,academic pace;we wanted speed and As educators,we need to be thinking about how to urgency (we hired a Hollywood scriptwriter to provide teach both Legacy and Future content in the language this.) They wanted written instructions;we wanted ofthe Digital Natives.The first involves a major computer movies.They wanted the traditional translation and change of methodology;the second pedagogical language of “learning objectives,”“mastery”, involves all that plus new content and thinking.It’ s not etc.(e.g. “ in this exercise you will learn …”);our goal actually clear to me which is harder – “learning new was to completely eliminate any language that even stuff”or “learning new ways to do old stuff.”I suspect smacked ofeducation. that it’s the latter. So we have to invent,b ut not necessarily from Their creation was so much better scratch.Adapting materials to the language of Digital than what people were currently Natives has already been done successfully.My own preference for teaching Digital Natives is to invent using that they had assum ed that the computer games to do the job,e ven for the most entire engineering world would quickly serious content.After all, it’s an idiom with which most ofthem are totally familiar. adopt it Not long ago a group ofprofessors showed up at my company with new computer-aided design (CAD) In the end the professors and their staff came through software they had developed for mechanical engineers. brilliantly but because of the large mind-shift required Their creation was so much better than what people it took them twice as long as we had expected.As they

Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) were currently using that they had assumed that the saw the approach working,though, the new “Digital entire engineering world would quickly adopt it.But Native”methodolo gy became their model for more instead they encountered a lot of resistance,due in and more teaching – both in and out of games – and large part to the product’s extremely steep learning their development speed increased dramatically. curve – the software contained hundreds of new Similar rethinking needs to be applied to all subjects buttons,options and approaches to master. at all levels.Although most attempts at “edutainment” Their marketers,h owever,ha d a brilliant idea. to date have essentially failed from both the education Observing that the users ofCAD software were almost and the entertainment perspective,we can – and will,I exclusively male engineers between 20 and 30, they predict – do much better. said,“ Why not make the learning into a video game!” In math,for example,the debate must no longer be So we invented and created for them a computer game about whether to use calculators and computers – they in the “first person shooter”style of the consumer are a part of the Digital Natives’world – but rather games Doom and Quake, called The Monkey Wrench how to use them to instill the things that are useful to Conspiracy. Its player becomes an inter-galactic secret have internalized,from key skills and concepts to the agent who has to save a space station from an attack by multiplication tables.W e should be focusing on “future the evil Dr Monkey Wrench.The only way to defeat math”– approximation,statistics, binary thinking.

5 On the Horizon • September/October 2001 In geography – which is all but ignored these days – there is no reason why a generation that can memorize Legacy-based over 100 Pokémon characters with all their characteristics,history and evolution can’t learn the Thinking II: Resisting names,populations, capitals and relationships ofall the 101 nations in the world.It just depends on how it is New Tools and presented. We need to invent Digital Native methodologies for all subjects,at all levels,using our students to guide us. Competencies The process has already begun – I know college Arthur Harkins professors inventing games for teaching subjects University of Minnesota, Minneapolis, Minnesota ranging from math to engineering to the Spanish [email protected] Inquisition.W e need to find ways of publicizing and spreading their successes. George Kubik A frequent objection I hear from Digital Immigrant University of Minnesota, Minneapolis, Minnesota educators is “this approach is great for facts, but it [email protected] wouldn’t work for ‘my subject.’”Nonsense.This is just rationalization and lack of imagination.In my talks I Introduction now include “thought experiments”, where I invite This is the sixth article in our series projecting a shift professors and teachers to suggest a subject or topic, from learning to perform to performing to learn.This and I attempt – on the spot – to invent a game or other article summarizes and comments upon the last of Digital Native method for learning it.Classical three story-writing exercises undertaken by 166 philosophy? Create a game in which the philosophers Minnesota public school administrators in late January debate and the learners have to pick out what each 2001. would say.The Holocaust? Create a simulation where students role-play the meeting at Wannsee,or one n all ofour articles we have argued that where they can experience the true horror of the performance-based learning (PBL) can effectively camps,as opposed to the films like Schindler’s List . It’s create learning in the context of tasks supported by just dumb (and lazy) of educators – not to mention distributed competence (DC) software.We have ineffective – to presume that (despite their traditions) Isubmitted that PBL is a process that encourages the Digital Immigrant way is the only way to teach,and learning based on authentic performances supported that the Digital Natives’“ language”is not as capable as by DC software,and that such learning should lead to their own of encompassing any and every idea. performance upgrades and innovations in task So if Digital Immigrant educators really want to conception and accomplishment.Such upgrades and reach Digital Natives – i.e.all their students – they will innovations are not guaranteed;they are potentials in have to change.It’ s high time for them to stop their the futures of human performers and their networked grousing and,as the Nike motto of the Digital Native DC software. generation says,“ Just do it!”They will succeed in the How did the public school administrators in our long run – and their successes will come that much workshop sample respond to the prospects of PBL in sooner if their administrators support them.

Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) both the school and the work venues? Were they Next issue hopeful that PBL-driven schools might produce better prospects for the workforce? Could these prospects be The scientific evidence behind the Digital Natives’ produced earlier,and demonstrate superior ability to thinking changes,and the evidence that Digital Native- perform tasks and compete successfully against new style learning works! and incumbent workers? NOTE PBL can effectively create learning in Marc Prensky is the author of Digital Game-Based Learning (McGraw-Hill,2001) and Founder and CEO the context of tasks supported by DC of Games2Train.com The Monkey Wrench Conspiracy software CD can be purchased for $10 at www.games2train.com/ site/html/tutor.html l We will examine the results of the StoryTech that dealt with these issues,and then comment on the REFERENCE qualities of PBL that distinguish it from contemporary Prensky,M. (2001), Digital Game-Based Learning , educational practices,even as the workforce demonstrates McGraw-Hill. its increasing reliance on PBL.

6 On the Horizon • September/October 2001 This article has been cited by:

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Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) University of Technology, Sweden. Her research focus on health promotion and health education. Kostenius’ expertise is on giving voice to children and youth and making something of their contributions to enhance health literacy. Special areas of interest are the connection between health and learning, e-health, student participation and improvements in school and in the health care sector. She has collaborated with a number of municipalities at the school arena in research and development projects for well over ten years. Kostenius is currently leading the Swedish team of researchers in an international EU funded research project with the aim of developing e-health services for child and adolescent psychiatry care. BergmarkUlrika Ulrika Bergmark Ulrika Bergmark is an Associate Professor at the Department of Arts, Communication and Education, Luleå University of Technology, Sweden. Her expertise includes ethics in school, student voice and participation, civic engagement, strengths-based approaches, school improvement, and school-university collaboration. She is teaching at the teacher education program, the master’s program in education, and programs for in-service training for teachers as well as supervises PhD students. She has a long-standing collaboration with schools in the region of the university and has lead school improvement projects for more than ten years. Luleå University of Technology, Luleå, Sweden . 2016. The power of appreciation: promoting schoolchildren’s health literacy. Health Education 116:6, 611-626. [Abstract] [Full Text] [PDF] 166. RissanenHilkka Hilkka Rissanen Hilkka Rissanen, MA, is a PhD Student in Organizational Communication and PR at the Department of Communication in the University of Jyväskylä. Luoma-AhoVilma Vilma Luoma-Aho Vilma Luoma-Aho, PhD, is a Professor of Organizational Communication and PR at the Department of Communication in the University of Jyväskylä. Department of Communication, University of Jyväskylä, Jyväskylä, Finland . 2016. (Un)willing to engage? First look at the engagement types of millennials. Corporate Communications: An International Journal 21:4, 500-515. [Abstract] [Full Text] [PDF] 167. KirsteinMarina Marina Kirstein KunzRolien Rolien Kunz Department of Auditing, University of Pretoria, Pretoria, South Africa . 2016. A Whole Brain® learning approach to an undergraduate auditing initiative – an exploratory study. Meditari Accountancy Research 24:4, 527-544. [Abstract] [Full Text] [PDF] 168. Timothy Teo. 2016. Do digital natives differ by computer self-efficacy and experience? An empirical study. Interactive Learning Environments 24:7, 1725-1739. [CrossRef] 169. Candace Kaleimamoowahinekapu Galla. 2016. 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Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) 182. Tabassum Rashid, Hanan Muhammad Asghar. 2016. Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior 63, 604-612. [CrossRef] 183. Bjorn Nansen, Darshana Jayemanne. 2016. Infants, Interfaces, and Intermediation: Digital Parenting and the Production of “iPad Baby” Videos on YouTube. Journal of Broadcasting & Electronic Media 60:4, 587-603. [CrossRef] 184. Amanda Shannon, Vaughn Shannon. 2016. Librarians in the Midst: Improving Student Research Through Collaborative Instruction. Journal of Political Science Education 12:4, 457-470. [CrossRef] 185. Lina Schröppel. 2016. Online-Aktivität als moderierender Effekt der Wirkung Convenience instrumentalisierender Attribute auf Kundengewinnung im Versicherungsneugeschäft. Zeitschrift für die gesamte Versicherungswissenschaft 105:4, 355-389. [CrossRef] 186. Marlene L. 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Field Experiences Using iPads. Journal of Music Teacher Education 26:1, 96-111. [CrossRef] 191. Barbara Griffiths. 2016. A Faculty's Approach to Distance Learning Standardization. Teaching and Learning in Nursing 11:4, 157-162. [CrossRef] 192. EichelbergerMichelle Michelle Eichelberger Michelle Eichelberger is the Systems and Electronic Services Librarian at State University of New York Genesee Community College. Her research interests include usability, web design, and student research behavior. She has published articles on these topics with her co-author, and has presented at national and international conferences. ImlerBonnie Bonnie Imler Bonnie Imler is the Library Director at Penn State Altoona and the Web Usability and Assessment Coordinator for Penn State University Libraries. Her research focus is on user experience (UX) and specifically actual student usage of library electronic resources. She has conducted studies on student use of full-text articles, databases, link resolvers, and ebooks. She has published articles on her usability study results and the use of screen capture video as a means to capture and analyze human-computer interaction. Alfred C. O’Connell Library, Genesee Community College, Batavia, New York, USA Robert E. Eiche Library, Penn State Altoona, Altoona, Pennsylvania, USA . 2016. Academic technology confidence levels vs ability in first-year traditional and non-traditional undergraduates. Library Hi Tech 34:3, 468-479. [Abstract] [Full Text] [PDF] 193. Bibliography 181-222. [CrossRef] 194. Tristan Thorne. 2016. Augmenting Classroom Practices With QR Codes. TESOL Journal 7:3, 746-754. [CrossRef] 195. Cyril Brom, Vít Šisler, Michaela Slussareff, Tereza Selmbacherová, Zdeněk Hlávka. 2016. You like it, you learn it: affectivity and learning in competitive social role play gaming. 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The Literacy Skills and Motivation to Read of Children Enrolled in Title I: A Comparison of Electronic and Print Nonfiction Books. Early Childhood Education Journal 44:5, 527-536. [CrossRef] Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) 201. Anne Suphan, Bozena I. Mierzejewska. 2016. Boundaries between online and offline realms: how social grooming affects students in the USA and Germany. Information, Communication & Society 19:9, 1287-1305. [CrossRef] 202. Kimberly A. Sharkins, Allison B. Newton, Najla Essa A. Albaiz, James M. Ernest. 2016. Preschool Children’s Exposure to Media, Technology, and Screen Time: Perspectives of Caregivers from Three Early Childcare Settings. Early Childhood Education Journal 44:5, 437-444. [CrossRef] 203. Annie Savard, Viktor Freiman. 2016. Investigating Complexity to Assess Student Learning from a Robotics-Based Task. Digital Experiences in Mathematics Education 2:2, 93-114. [CrossRef] 204. Kim Watty, Jade McKay, Leanne Ngo. 2016. Innovators or inhibitors? Accounting faculty resistance to new educational technologies in higher education. Journal of Accounting Education 36, 1-15. [CrossRef] 205. Michele Masucci, David Organ, Alan Wiig. 2016. Libraries at the Crossroads of the Digital Content Divide: Pathways for Information Continuity in a Youth-Led Geospatial Technology Program. Journal of Map & Geography Libraries 12:3, 295-317. [CrossRef] 206. Kwaku Sarfo Frederick, Kwame Amankwah Samuel, Oti Agyen Philip, Yidana Issifu. 2016. Information and communication technology access and use and competency level among second-cycle school teachers in Ghana. Journal of Media and Communication Studies 8:5, 43-51. [CrossRef] 207. Mónica Domínguez-Serrano, Lucía del Moral Espín. 2016. From Relevant Capabilities to Relevant Indicators: Defining an Indicator System for Children’s Well-Being in Spain. Child Indicators Research . [CrossRef] 208. Wilfred W. F. Lau, Vicky Lui, Samuel K. W. 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A comparative framework for culturally differentiated digital game-based learning. International Journal of Comparative Education and Development 18:3, 138-149. [Abstract] [Full Text] [PDF] 213. van OordtT. T. van Oordt MulderIngrid Ingrid Mulder University of Pretoria, Department of Taxation, Pretoria, South Africa . 2016. Implementing basic e-learning tools into an undergraduate taxation curriculum. Meditari Accountancy Research 24:3, 341-367. [Abstract] [Full Text] [PDF] 214. Marten Koomen, Nathan Zoanetti. 2016. Strategic planning tools for large-scale technology-based assessments. Assessment in Education: Principles, Policy & Practice 1-24. [CrossRef] 215. Teresa Correa. 2016. Digital skills and social media use: how Internet skills are related to different types of Facebook use among ‘digital natives’. Information, Communication & Society 19:8, 1095-1107. [CrossRef] 216. Charoula Angeli, Nicos Valanides, Eirini Polemitou, Elena Fraggoulidou. 2016. 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Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) for understanding video gaming and learning in family contexts. Learning, Media and Technology 1-15. [CrossRef] 223. James Yékú. 2016. ‘Thighs Fell Apart’: online fan fiction, and African writing in a digital age. Journal of African Cultural Studies 1-13. [CrossRef] 224. Malte Martensen ESCP Europe Wirtschaftshochschule Berlin, Berlin, Germany Stephanie Ryschka ESCP Europe Wirtschaftshochschule Berlin, Berlin, Germany Till Blesik ESCP Europe Wirtschaftshochschule Berlin, Berlin, Germany Markus Bick ESCP Europe Wirtschaftshochschule Berlin, Berlin, Germany . 2016. Collaboration in the consulting industry. Business Process Management Journal 22:4, 693-711. [Abstract] [Full Text] [PDF] 225. Steven Jones, Michael J. Sutcliffe, Joanna Bragg, Diane Harris. 2016. To what extent is capital expenditure in UK higher education meeting the pedagogical needs of staff and students?. 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International Journal of Early Years Education 24:3, 279-293. [CrossRef] 230. Mariam Rehman, Muhammad Mustafa Kamal, Vatcharaporn Esichaikul. 2016. Adoption of e-Government Services in Pakistan: A Comparative Study Between Online and Offline Users. Information Systems Management 33:3, 248-267. [CrossRef] 231. Eileen Wood, Domenica De Pasquale, Julie Lynn Mueller, Karin Archer, Lucia Zivcakova, Kathleen Walkey, Teena Willoughby. 2016. Exploration of the Relative Contributions of Domain Knowledge and Search Expertise for Conducting Internet Searches. The Reference Librarian 57:3, 182-204. [CrossRef] 232. Chi-Kim Cheung, Aditi Dubey Jhaveri. 2016. Developing students' critical thinking skills through visual literacy in the New Secondary School Curriculum in Hong Kong. Asia Pacific Journal of Education 36:3, 379-389. [CrossRef] 233. Maria Chatzichristodoulou, Mark Crossley. 2016. Editorial Introduction. Research in Drama Education: The Journal of Applied Theatre and Performance 21:3, 277-292. [CrossRef] 234. Sini Kontkanen, Patrick Dillon, Teemu Valtonen, Sami Renkola, Mikko Vesisenaho, Pertti Väisänen. 2016. Pre-service teachers’ experiences of ICT in daily life and in educational contexts and their proto-technological pedagogical knowledge. Education and Information Technologies 21:4, 919-943. [CrossRef] 235. Gabriel Barata, Sandra Gama, Joaquim Jorge, Daniel Goncalves. 2016. Early Prediction of Student Profiles Based on Performance and Gaming Preferences. IEEE Transactions on Learning Technologies 9:3, 272-284. [CrossRef] 236. Daniel BachlechnerDeterminants of successful BYOT initiatives: A theoretical framework 1286-1295. [CrossRef] 237. Murat Akçayır, Hakan Dündar, Gökçe Akçayır. 2016. What makes you a digital native? Is it enough to be born after 1980?. Computers in Human Behavior 60, 435-440. [CrossRef] 238. Alice Barana, Marina Marchisio. 2016. 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[Abstract] [Full Text] [PDF] 248. Göran Fransson Department of Educational Studies, Faculty of Education and Business Studies, University of Gävle, Gävle, Sweden . 2016. Online (web-based) education for mentors of newly qualified teachers. International Journal of Mentoring and Coaching in Education 5:2, 111-126. [Abstract] [Full Text] [PDF] 249. Ken Masters, Rachel H. Ellaway, David Topps, Douglas Archibald, Rebecca J. Hogue. 2016. Mobile technologies in medical education: AMEE Guide No. 105. Medical Teacher 38:6, 537-549. [CrossRef] 250. Jayoung Choi, Youngjoo Yi. 2016. Teachers' Integration of Multimodality Into Classroom Practices for English Language Learners. TESOL Journal 7:2, 304-327. [CrossRef] 251. Yungwei Hao. 2016. Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior 59, 82-92. [CrossRef] 252. Kristen L. Walker. 2016. 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PopaSimona Simona Popa Simona Popa is based at the Department of Business Administration and Finance, Universidad de Murcia, Murcia, Spain Pilar Alguacil MariMaría María Pilar Alguacil Mari María Pilar Alguacil Mari is based at the Department of Taxation and Public Financial Law, University of Valencia, Valencia, Spain. Department of Business Administration, Universitat Politècnica de València, Valencia, Spain Department of Business Administration and Finance, Universidad de Murcia, Murcia, Spain Department of Taxation and Public Financial Law, University of Valencia, Valencia, Spain . 2016. The effect of online social networks and competency-based management Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) on innovation capability. Journal of Knowledge Management 20:3, 499-511. [Abstract] [Full Text] [PDF] 266. Antonina Bauman School of Business, Emporia State University, Emporia, Kansas, USA . 2016. 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Virtual classroom: reflections of online learning. Campus-Wide Information Systems 29:3, 156-165. [Abstract] [Full Text] [PDF] 993. Greg AndersonLiam MorganUniversity of Technology, Sydney, Australia. 2012. Generation Y, learner autonomy and the potential of Web 2.0 tools for language learning and teaching. Campus-Wide Information Systems 29:3, 166-176. [Abstract] [Full Text] [PDF] 994. Greg AndersonDespo KtoridouUniversity of Nicosia, Nicosia, Cyprus Nikleia EteokleousFrederick University, Limassol, Cyprus Anastasia ZahariadouGovernment of Cyprus, Nicosia, Cyprus. 2012. Exploring parents’ and children's awareness on internet threats in relation to internet safety. Campus-Wide Information Systems 29:3, 133-143. [Abstract] [Full Text] [PDF] 995. David MathewCentre for Learning Excellence, University of Bedfordshire, Luton, UK. 2012. From fatigue to anxiety? Implications for educational design in a Web 2.0 world. Interactive Technology and Smart Education 9:2, 112-120. [Abstract] [Full Text] [PDF] 996. Ray E Sheriff. 2012. An evaluation of students’ and lecturers’ use of technologies: an engineering case study. Engineering Education 7:1, 33-46. [CrossRef] 997. Iain Macdonald. 2012. Why Throw the Negs Out with the Bathwater? A Study of Students' Attitudes to Digital and Film Photographic Media. International Journal of Art & Design Education 31:2, 191-211. [CrossRef] Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) 998. Fredrik Miegel, Tobias Olsson. 2012. A generational thing? The internet and new forms of social intercourse. Continuum 26:3, 487-499. [CrossRef] 999. N. Schaarschmidt, S. Dietsch, T. KohlerMind the gap! High school students' attitudes toward computer-based learning 1-8. [CrossRef] 1000. Giuseppe Ritella, Kai Hakkarainen. 2012. Instrumental genesis in technology-mediated learning: From double stimulation to expansive knowledge practices. 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[CrossRef] 1006. Arif Selcuk OgrenciEmpirical results about efforts for effective teaching to y-generation freshman students 1-5. [CrossRef] 1007. David Harris. 2012. Digital Natives Revisited: Developing Digital Wisdom in the Modern University. E-Learning and Digital Media 9:2, 173-182. [CrossRef] 1008. Lindsay Miller, Christoph A. Hafner, Connie Ng Kwai Fun. 2012. Project-Based Learning in a Technologically Enhanced Learning Environment for Second Language Learners: Students' Perceptions. E-Learning and Digital Media 9:2, 183-195. [CrossRef] 1009. Vishwanath V. BabaDeGroote School of Business, McMaster University, Hamilton, Canada Farimah HakemZadehDeGroote School of Business, McMaster University, Hamilton, Canada. 2012. Toward a theory of evidence based decision making. Management Decision 50:5, 832-867. [Abstract] [Full Text] [PDF] 1010. Kerry Dobransky, Eszter Hargittai. 2012. Inquiring Minds Acquiring Wellness: Uses of Online and Offline Sources for Health Information. Health Communication 27:4, 331-343. [CrossRef] 1011. Yu-Chien Chen, Ren-Hung Hwang, Cheng-Yu Wang. 2012. Development and evaluation of a Web 2.0 annotation system as a learning tool in an e-learning environment. Computers & Education 58:4, 1094-1105. [CrossRef] 1012. Nuray Gedik, Arzu Hanci-Karademirci, Engin Kursun, Kursat Cagiltay. 2012. Key instructional design issues in a cellular phone- based mobile learning project. Computers & Education 58:4, 1149-1159. [CrossRef] 1013. Roger J.G. Stevens, Neil M. Hamilton. 2012. Is There a Digital Generation Gap for E-Learning in Plastic Surgery?. Journal of Surgical Education 69:3, 344-349. [CrossRef] 1014. Craig D. Howard. 2012. An instructional paradigm for the teaching of computer-mediated communication. Instructional Science 40:3, 493-513. [CrossRef] 1015. Pete Woodcock. 2012. Bravery, technological literacy and political philosophy: replacing oral presentations with student-created video presentations. 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Library Hi Tech News 29:3, 16-19. [Abstract] [Full Text] [PDF] 1021. Peter Samuels, Lenni Haapasalo. 2012. Real and virtual robotics in mathematics education at the school–university transition.

Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) International Journal of Mathematical Education in Science and Technology 43:3, 285-301. [CrossRef] 1022. Erik Bohemia, Aysar Ghassan. 2012. Globally Networked Collaborative Learning in Industrial Design. American Journal of Distance Education 26:2, 110-125. [CrossRef] 1023. Rey Hernández-Julián, Christina Peters. 2012. Targeting Teaching: Does the Medium Matter? Online versus Paper Coursework. Southern Economic Journal 78:4, 1333-1345. [CrossRef] 1024. Jim Rubin. 2012. Technology's Impact on the Creative Potential of Youth. Creativity Research Journal 24:2-3, 252-256. [CrossRef] 1025. Nkosinothando Mpofu, Abiodun Salawu. 2012. Investigating the use of social networking sites and their implications for HIV/ Aids communication amongst Rhodes University students. Communicatio 38:1, 103-121. [CrossRef] 1026. Casimir C. Barczyk, Doris G. Duncan. 2012. 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Dennis PittaThomas KilianInstitute of Management, University of Koblenz‐Landau, Koblenz, Germany Nadine HennigsInstitute of Marketing and Management, Leibniz University of Hannover, Hannover, Germany Sascha LangnerInstitute of Marketing and Management, Leibniz University of Hannover, Hannover, Germany. 2012. Do Millennials read books or blogs? Introducing a media usage typology of the internet generation. Journal of Consumer Marketing 29:2, 114-124. [Abstract] [Full Text] [PDF] 1032. Karen MarkeySchool of Information, University of Michigan, Ann Arbor, Michigan, USA Chris LeederSchool of Information, University of Michigan, Ann Arbor, Michigan, USA Soo Young RiehSchool of Information, University of Michigan, Ann Arbor, Michigan, USA. 2012. Through a game darkly: student experiences with the technology of the library research process. Library Hi Tech 30:1, 12-34. [Abstract] [Full Text] [PDF] 1033. Howard C. Shane, Sarah Blackstone, Gregg Vanderheiden, Michael Williams, Frank DeRuyter. 2012. Using AAC Technology to Access the World. Assistive Technology 24:1, 3-13. [CrossRef] 1034. Geraldine Mongillo, Hilary Wilder. 2012. An Examination of At-Risk College Freshmen's Expository Literacy Skills Using Interactive Online Writing Activities. Journal of College Reading and Learning 42:2, 27-50. [CrossRef] 1035. Cor J. Kalkman. 2012. Serious Play in the Virtual World: Can We Use Games to Train Young Doctors?. Journal of Graduate Medical Education 4:1, 11-13. [CrossRef] 1036. Larry F. Chu, Matthew J. Erlendson, John S. Sun, Anna M. Clemenson, Paul Martin, Reuben L. Eng. 2012. Information technology and its role in anaesthesia training and continuing medical education. Best Practice & Research Clinical Anaesthesiology 26:1, 33-53. [CrossRef] 1037. Kathleen LanganUniversity Libraries, Western Michigan University, Kalamazoo, Michigan, USA. 2012. 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Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) 1045. Danielle Mirliss, Grace May, Mary Zedeck Bringing the Classroom to Life: Using Virtual Worlds to Develop Teacher Candidate Skills 129-160. [Abstract] [Full Text] [PDF] [PDF] 1046. Michael Truong, Anne Zanzucchi Going Beyond the Traditional Essay: How New Technologies are Transforming Student Engagement with Writing Outcomes 263-288. [Abstract] [Full Text] [PDF] [PDF] 1047. Barbara Schwartz-Bechet, Eva Garin Using Technology to Enhance Teacher Education 235-261. [Abstract] [Full Text] [PDF] [PDF] 1048. John M. Downes, Penny A. Bishop Responsive Technologies for Young Adolescents 153-169. [Abstract] [Full Text] [PDF] [PDF] 1049. Jane Strickland, Ying Xie Cooperating or Collaborating: Design Considerations of Employing Wikis to Engage College-Level Students 17-45. [Abstract] [Full Text] [PDF] [PDF] 1050. 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Abdellatif Tchantchane, Pauline Fortes, Swapna Koshy. 2012. An Evaluation of Technology Integration in Teaching Statistics. International Journal of Web-Based Learning and Teaching Technologies 7:2, 16-27. [CrossRef] 1070. John Thompson, Mary Bellanca, Nicole Owens, George Lorenzo. 2012. Essential Computer Skills for College Students. International Journal of Information Systems in the Service Sector 4:1, 53-66. [CrossRef] 1071. Isabelle David, Lise Poissant, Annie Rochette. 2012. Clinicians’ Expectations of Web 2.0 as a Mechanism for Knowledge Transfer of Stroke Best Practices. Journal of Medical Internet Research 14:5, e121. [CrossRef] 1072. Biljana Belamaric Wilsey, Jared Keengwe. 2012. Technology Integration Curriculum Framework for Effective Program Evaluation. International Journal of Information and Communication Technology Education 8:1, 15-25. [CrossRef] 1073. Pascal Lupien, Randy OldhamMillennials and technology: putting suppositions to the test in an academic library 89-126. [CrossRef] 1074. Sudheer M. Dhume, Muragesh Y. Pattanshetti, Sachin S. Kamble, T. PrasadAdoption of social media by Business Education students: Application of Technology Acceptance Model (TAM) 1-10. [CrossRef] 1075. Eileen Wood, Lucia Zivcakova, Petrice Gentile, Karin Archer, Domenica De Pasquale, Amanda Nosko. 2012. Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education 58:1, 365-374. [CrossRef] 1076. Darvesh Karim. 2012. Exploring Head and Deputy Headteachers’ Attitude Towards Using Computers in Education. International Journal of Information and Communication Technology Education 8:2, 20-32. [CrossRef] 1077. Darren ElliottParallel Blogging: Explorations in Teacher and Learner Autonomy 182-195. [CrossRef] 1078. John P. Charlton, Janet Morahan-Martin. 2012. 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Cindy MillmanBirmingham City Business School, Birmingham City University, Birmingham, UK Zhengwei LiCollege of Business Administration, Zhejiang University of Technology, Hangzhou, China Harry MatlayBirmingham City Business School, Birmingham City University, Birmingham, UK Wang‐chan WongCollege of Business Administration and Public Policy, California State University, Dominguez Hills, California, USA. 2010. Entrepreneurship education and students' internet entrepreneurship intentions. Journal of Small Business and Enterprise Development 17:4, 569-590. [Abstract] [Full Text] [PDF] 1244. Alexander R.M. SchellongNational Center for Digital Government, University of Massachusetts Amherst, Amherst, Massachusetts, USA CSC, Neuss, Germany. 2010. Benchmarking EU e‐government at the crossroads. Transforming Government: People, Process and Policy 4:4, 365-385. [Abstract] [Full Text] [PDF] 1245. Katina Zammit. 2010. 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Downloaded by Pontificia Universidad Catolica de Chile At 12:03 29 March 2017 (PT) 1399. Dana Hanson-Baldauf, Sandra Hughes Hassell. 2009. The information and communication technology competencies of students enrolled in school library media certification programs. Library & Information Science Research 31:1, 3-11. [CrossRef] 1400. Paula J. Durlach, Jason P. Kring, Laticia D. Bowens. 2009. Effects of action video game experience on change detection. Military Psychology 21:1, 24-39. [CrossRef] 1401. Yifat Ben-David Kolikant. 2009. Students' Perceptions of the Appropriateness and Usefulness of the Internet for Schoolwork and the Value of School. Journal of Educational Computing Research 41:4, 407-429. [CrossRef] 1402. Mark J.W. Lee, Charlynn Miller, Leon Newnham. 2009. Podcasting syndication services and university students: Why don't they subscribe?. The Internet and Higher Education 12:1, 53-59. [CrossRef] 1403. References and additional reading 183-203. [CrossRef] 1404. Derek LawDigital library economics: aspects and prospects 71-85. [CrossRef] 1405. Dale Sanders, Megan LeClus. 2009. All Wired Up But Not Plugged in: An Evaluation of Tourism and Leisure Marketing Students' Expectations and Experiences of Lecture Podcasting. Journal of Hospitality and Tourism Management 16:1, 94-101. [CrossRef] 1406. Nelly p. Stromquist. 2009. The impact of information and communication technologies on university students: A tentative assessment. Cultura y Educación 21:2, 215-226. [CrossRef] 1407. Meredith Graupner, Lee Nickoson-Massey, Kristine Blair. 2009. Remediating Knowledge-Making Spaces in the Graduate Curriculum: Developing and Sustaining Multimodal Teaching and Research. Computers and Composition 26:1, 13-23. [CrossRef] 1408. Touch Me Often but Not Deeply: Understanding the Interpersonal Style of the Petites Digerati 1-10. [CrossRef] 1409. Károly Hercegfi, Olga Csillik, Éva Bodnár, Judit Sass, Lajos IzsóDesigners of Different Cognitive Styles Editing E-Learning Materials Studied by Monitoring Physiological and Other Data Simultaneously 179-186. [CrossRef] 1410. Marc Alier Forment, María José Casañ Guerrero, Miguel Ángel Conde González, Francisco José García Peñalvo, Charles SeveranceInteroperability for LMS: The Missing Piece to Become the Common Place for Elearning Innovation 286-295. [CrossRef] 1411. Jill Beard, Penny Dale. 2008. Redesigning Services for the Net-Gen and Beyond: A Holistic Review of Pedagogy, Resource, and Learning Space. New Review of Academic Librarianship 14:1-2, 99-114. [CrossRef] 1412. Peter R. Albion. 2008. Web 2.0 in Teacher Education: Two Imperatives for Action. Computers in the Schools 25:3-4, 181-198. [CrossRef] 1413. Melanie L. Buffington. 2008. Creating and Consuming Web 2.0 in Art Education. Computers in the Schools 25:3-4, 303-313. [CrossRef] 1414. David A. Thomas, Qing Li. 2008. From Web 2.0 to Teacher 2.0. Computers in the Schools 25:3-4, 199-210. [CrossRef] 1415. A. Kirkwood. 2008. Getting it from the Web: why and how online resources are used by independent undergraduate learners. Journal of Computer Assisted Learning 24:5, 372-382. [CrossRef] 1416. Sue Bennett, Karl Maton, Lisa Kervin. 2008. The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology 39:5, 775-786. [CrossRef] 1417. Brian Farrimond, Steve Presland, Janette Bonar-Law, Fiona PogsonMaking History Happen: Spatiotemporal Data Visualization for Historians 424-429. [CrossRef] 1418. Thomas Ryberg, Lone Dirckinck‐Holmfeld. 2008. Power Users and patchworking – An analytical approach to critical studies of young people’s learning with digital media. Educational Media International 45:3, 143-156. [CrossRef] 1419. Rob Kopers and Steven VerjansDarren CambridgeGeorge Mason University, Washington, DC, USA. 2008. Layering networked and symphonic selves. Campus-Wide Information Systems 25:4, 244-262. [Abstract] [Full Text] [PDF] 1420. Mike Cushman and Rachel McLeanRebecca HillSchool of Business and Economics, Swansea University, Swansea, UK Paul Beynon‐DaviesCardiff Business School, Cardiff University, Cardiff, UK Michael D. WilliamsSchool of Business and Economics, Swansea University, Swansea, UK. 2008. Older people and internet engagement. Information Technology & People 21:3, 244-266. [Abstract] [Full Text] [PDF] 1421. Ken Robinson. 2008. The other Climate Crisis: Digital Culture, Demography and Education. Media International Australia 128:1, 49-58. [CrossRef] 1422. Brenton Prosser. 2008. Unfinished but Not Yet Exhausted: A Review of Australian Middle Schooling. Australian Journal of Education 52:2, 151-167. [CrossRef] 1423. Tanja MerčunDepartment of Library and Information Science and Book Studies, Faculty of Arts, University of Ljubljana,

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