Digital natives: Where is the evidence?

TLDR

Generational differences are often cited as driving shifts in technology engagement, and the concept of the digital native has gained traction in policy and practice. The study seeks to provide evidence that generation is only one of the predictors of advanced Internet interaction. The authors analyze a nationally representative UK survey to assess predictors of advanced Internet interaction. The analysis shows that breadth of use, experience, gender, and education—often more influential than generation—explain digital native status, that adults can become digital natives through skill acquisition, and that perceived gaps between educators and students can be closed.

Abstract

Generational differences are seen as the cause of wide shifts in our ability to engage with technologies and the concept of the digital native has gained popularity in certain areas of policy and practice. This paper provides evidence, through the analysis of a nationally representative survey in the UK, that generation is only one of the predictors of advanced interaction with the Internet. Breadth of use, experience, gender and educational levels are also important, indeed in some cases more important than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it.