The availability of ICT-related educational devices (such as computers, tablets, software or educational programs) is not enough to improve student achievement, but it is the actual practice that teachers make of these devices – together with teachers’ digital literacy, level of ICT skills and ICT-related beliefs – that makes the difference.
- They are natural users of technology and feel comfortable with it
- They just know how to use things - they can pick it up and go
- Technology is more appealing to them and is the best way for them to learn
- Their brains are wired differently and old approaches in education will not work
Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24-39.
OECD (2001) The practice and professional development of teachers, in learning to change: ICT in schools. OECD publishing, Paris. URL: https://www.oecd.org/site/schoolingfortomorrowknowledgebase/themes/ict/41289267.pdf
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–2.
Smith, J., Skrbis, Z., & Western, M. (2013). Beneath the ‘Digital Native’ myth Understanding young Australians’ online time use. Journal of Sociology, 49(1), 97-118.