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The Gloss and the Reality of Teaching Digital Natives: Taking the Long View
Abstract
Characterizations of youth growing up with the Internet as Digital Natives have begun a revolution in teaching, but have also been problematized in the literature, opening up significant questions about stereotypical assumptions made by teachers about students in the classroom. Research indicates that a continuing gap exists between “power users” and “digital strangers,” which has broad implications for educational priorities and classroom practice. Evidence is also mounting that heavy internet and concurrent media usage impacts both students’ ability to focus and their evolving habits of mind as the brain responds to new sources of positive reinforcement. This chapter explores some of these tensions in characterizing and responding to Digital Natives, and seeks to identify a responsive pedagogy of classroom practices that tap into student passions, offer students some techniques to learn focus, attention, and other important skills for both digital and “analog” environments, and address persistent skill gaps between students.
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