Google generation?

The report from the CIBER research team, commissioned by the British Library and JISC, entitled 'Information behaviour of the researcher of the future' ' is an interesting and refreshing read in that it counters many myths that have developed with regard to the notion of 'digital natives', or the 'google generation'. It states, for example, that there is no evidence that young people today need instant digital gratification, and 'power browsing' appears to be a practice adopted by young and old alike. Given this welcome balance in the report, I was rather disappointed to read, on page 18, that the team were 'concerned about the current interest in using games technologies to enhance students' learning'. I looked again at the methodology employed in the study and, no, there had been no measure of learning and no examination of pedagogies. Not one school or classroom visited. A pity, then, that the authors felt that they could make a judgement about this issue, as there are enough ill-informed pronouncements made about the use of games in education as it is.

Digital natives?

No doubt you will remember the story of 3-year old Jack who bought a car on e-bay because his parents left their PayPal details on the computer. Some people were surprised at the time that a 3-year old could do this, but people now seem more accepting of the notion that many young children are competent and confident users of technology. Frequently, the term ‘digital natives’ is used to describe them. I confess to some discomfort with that term, as the native/ immigrant dualism leads to 'othering' and too stark a dichotomy is posed between groups. In addition, not all young children have access to a wide array of technologies in the home and so do not have opportunities to develop skills and knowledge in the same way. It is not just about access to hardware and software either - even in families where children have access to the technology, they may not get to use it for a variety of reasons. There may also be great variation within families - I was interested in this woman's reflections on the digital divide between children within her own family. And if you haven't yet read it, then Nesta Futurelab's report on the digital divide contains some interesting stuff. There are a number of challenges posed for early years educators in considering these issues, not least the need not to make assumptions about children's access to and experience with technologies before entering nursery. We may well encounter children like novice ebay-er Jack in nurseries, but we should also consider the needs of children who have had very little opportunity to develop these kinds of skills and knowledge.