They’re a generation that is highly technologically literate and immersed in a world of media and gadgets, their technology is no longer simply limited to the home, it has now become mobile and readily accessible to them (Rainie 2005). Technology has not only changed the face of communication and interaction between these teenagers, it has also radically altered the educational environment in which these students participate. These students are ‘Digital Natives’, they are students of whom are native speakers of the digital language of computers, video games and the internet (Prensky 2001). The problem that this poses for the ‘digital natives’ is that there predecessors (digital immigrants) do not speak the same language, speaking an outdated pre-digital age, thus making it difficult to teach and engage the digital natives. Digital natives want their information fast, they are able to multi-task receive information whilst performing other tasks. Information technology is woven throughout this generation’s life, they communicate with their friends through instant messaging systems either through the computer or their mobile phones. This generation of students needs to be connected not only to their friends however to their technology. Thus it is imperative that as educators of the future, that time is taken to develop and implement technology within the classes and syllabus content that is being taught. 73 % of the net generation students are more likely to use the internet for research purposes rather than the library, with two thirds of students allocating appropriate information and references from the internet (Online computer literacy centre 2002).
Rainie, L. (2005) Life online: Teens and technology and the world to come. Speech to annual conference of Public Library Association. 23/3/06. Washington, Pew Internet & American Life.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–2.
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