Friday, September 25, 2015

Forthcoming book will challenge myths about digital natives and learning

I've got an article posted on SSRN (please go read it - you'll be glad you did!) that compiles lots of research showing that many of the commonly held assumptions about digital natives, technology and how they learn best are more cliche than fact (which shouldn't be surprising given that the brain is designed to leap to conclusions, make assumptions and see patterns whether the data supports them or not).  Now Oxford Press has announced it will be publishing a book in December featuring contributions from several Australian scholars who also argue that many of the claims about digital native learning styles are more myth than fact and thus recommend a more pragmatic and nuanced approach to the use of classroom technology consistent with how students really learn. Below is the publisher's abstract followed by a link to Google Scholar which features several chapters from the book including Chapter 2 entitled Digital Natives and Other Myths. Enjoy!

Teaching and Digital Technologies: Big Issues and Critical Questions helps both pre-service and in-service teachers to critically question and evaluate the reasons for using digital technology in the classroom. Unlike other resources that show how to use specific technologies – and quickly become outdated, this text empowers the reader to understand why they should, or should not, use digital technologies, when it is appropriate (or not), and the implications arising from these decisions. The text directly engages with policy, the Australian Curriculum, pedagogy, learning and wider issues of equity, access, generational stereotypes and professional learning. The contributors to the book are notable figures from across a broad range of Australian universities, giving the text a unique relevance to Australian education while retaining its universal appeal. Teaching and Digital Technologies is an essential contemporary resource for early childhood, primary and secondary pre-service and in-service teachers in both local and international education environments.


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