Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/14415
Title: Theoretical Perspectives of How Digital Natives Learn
Contributor(s): Kivunja, Charles  (author)orcid 
Publication Date: 2014
DOI: 10.5430/ijhe.v3n1p94
Handle Link: https://hdl.handle.net/1959.11/14415
Field of Research (FoR) 2008: 130212 Science, Technology and Engineering Curriculum and Pedagogy
089999 Information and Computing Sciences not elsewhere classified
130202 Curriculum and Pedagogy Theory and Development
Field of Research (FoR) 2020: 390113 Science, technology and engineering curriculum and pedagogy
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390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930101 Learner and Learning Achievement
930102 Learner and Learning Processes
930103 Learner Development
Socio-Economic Objective (SEO) 2020: undefined
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Abstract: Marck Prensky, an authority on teaching and learning especially with the aid of Information and Communication Technologies, has referred to 21st century children born after 1980 as 'Digital Natives'. This paper reviews literature of leaders in the field to shed some light on theoretical perspectives of how Digital Natives learn and how we can use that knowledge to facilitate learning by Digital Natives. To locate this understanding within the context of general Educational Theory, the paper first presents a brief historical review of the foundational educational theories on how people learn. It then discusses some of the contemporary theories on how Digital Natives learn. Out of these two bodies of knowledge the paper synthesizes an understanding of principles, strategies and practices that we could use to effectively teach Digital Natives and facilitate their learning. It is my hope that this review will help readers develop a deeper understanding of how learners of the digital generation learn and how we can design our pedagogical principles and practices to better meet the needs of the digital learners in our teaching contexts today.
Publication Type: Journal Article
Source of Publication: International Journal of Higher Education, 3(1), p. 94-109
Publisher: Sciedu Press
Place of Publication: Canada
ISSN: 1927-6044
1927-6052
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: http://www.sciedu.ca/journal/index.php/ijhe/article/view/4053
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Appears in Collections:Journal Article
School of Education

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