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Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to investigate the perceptions of mathematics teachers of secondary school students, who are currently named digital natives, and their views on the use of technology in the teaching process of polygons. This study employed qualitative case study design and was conducted with 3 secondary school mathematics teachers working in Manisa during the 2021-2022 academic year. The participants were chosen by convenience sampling method. Semi-structured interviews were used after the polygons teaching process was completed. Content analysis method was used as data analysis. When the results were examined, participants mostly defined technology as a concept that makes our lives easier and saves us time and effort. All of the participants reported that the use of technology would be beneficial in the teaching process of polygons. In addition, the interactive board and computers were determined as the most basic technological equipment used by the participants. The participants mostly emphasized technical challenges they faced while using technology such as disconnection of internet and touch-screen malfunction. [ABSTRACT FROM AUTHOR]

This theoretical review aims to explore the considerable potential of Virtual Reality (VR) in primary education, with a specific focus on its transformative impact on early learning. The aim is to conduct an in-depth analysis of the challenges faced in primary education and the role of VR technology in addressing these challenges. By examining the educational landscape, this paper seeks to elucidate how VR technology can substantially enhance the learning experience for young students. Through a meticulous evaluation of the theoretical framework and existing literature, it underscores the promising opportunities and complexities that arise from the integration of VR in primary education. This review primarily serves as a foundational resource for educators, researchers, and policymakers interested in leveraging VR's capabilities to enhance the educational journey of digital-native primary school students. [ABSTRACT FROM AUTHOR]

According to the theory of technological determinism, the development and popularisation of communication techniques has led to the emergence of two groups of participants in internet discourse: (1) those who have been 'immersed' in the Internet since childhood - digital natives - and (2) those who remember functioning in the offline world - digital immigrants. The main goal of this article is to present the interpenetration of the needs and demands of digital education and the implementation of these demands in the academic environment. The first part of the article presents the main theories related to the topic and attempts to periodise the phenomenon of education at universities undergoing virtualisation. The second part presents research conducted with the use of the CATI method on a sample of 433 students and 133 university teachers concerning the IT revolution at universities related to the SARS-COV2 pandemic and the need to move classes from lecture halls to virtual spaces. The last part of the article answers the hypotheses posed: (1) the initial dysfunctions of the education process in universities were due to the institutions' unpreparedness for the remote environment and (2) in the opinion of the respondents, the remote education process is not as effective as education in a lecture hall. The conclusions of the study indicate that it is necessary to systematically fund research on remote teaching methodology and tools for effective distance learning. In addition to research, it is also advisable to conduct training and continuously implement new practical solutions in the workplace so that the new media serve teachers and students. In order for distance education to be effective, it is necessary to redefine the use of new media, move away from control towards collaboration and allow students to take ownership of the learning process. [ABSTRACT FROM AUTHOR]

Interactive whiteboards (IWBs) are amongst the most widely used technology in education around the world. Technology is playing a crucial role in our lives, and it is becoming increasingly important for future generations to be digitally savvy. The 21st century students are digital natives in terms of technology and they are able to manipulate many screens at the same time. The study's ultimate goal was to assess external criteria such as perceived ease of use, perceived usefulness, students' attitudes toward technology, behavioral intention to use technology, and actual integration of IWBs in EFL classes. Moreover, the author wanted to discover more about how students interact and study in classes with interactive whiteboards. The study's primary focus is on what occurs when Albanian teachers incorporate use ICT into their English lessons to help their students learn the language more effectively. This study attempted to shed some light on the frequency of IWBs' usage, skills taught through IWBs, students' perception of EFL classes when IWBs are used. The findings of classroom-based research regarding the effective use of Interactive White Boards are presented in this paper (IWB). More teachers should be encouraged to use the IWB on a regular basis as a result of the study's findings. When an interactive whiteboard is used in combination with additional instruction on how to use and integrate the IWB successfully, for example, it has a positive impact on students. Students should be encouraged to use technology at all times. However, in order to effectively incorporate IWBs, school administrations should consider providing constant technical assistance for teachers in the event of difficulties, as well as teaching them on how to use new softwares that go along with IWBs. [ABSTRACT FROM AUTHOR]

This paper conducts quantitative research on the assessment made by a group of 623 Spanish and Latin American university professors about the use of virtual reality technologies in the classroom and their own digital skills in this respect. The main objective is to analyze the differences that exist in this regard due to the digital generation of the professors (immigrants or digital natives). As an instrument, a survey designed for this purpose was used, the validity of which has been tested in the study. It was found that digital natives say they are more competent in the use of virtual reality and value its technical and didactic aspects more highly, although they also identify more disadvantages in its use than digital immigrants. Differences in responses were found by gender and areas of knowledge of the professors with respect to the opinions expressed. It is suggested that universities design training plans on teaching digital competence and include in them the didactic use of virtual reality technologies in higher education. [ABSTRACT FROM AUTHOR]

Many seem to believe that today's pre-service teachers as born after 1980 are digital natives, or that they are "native speakers" of the digital language. Nevertheless, there is no evidence that their digital native characteristics determine whether or not they would use technology in the classroom. Although not widely evaluated, the four-factor, 21-item Digital Nativity Assessment Scale (DNAS) was one of the first instruments to assess digital nativeness (DN). This study aim is to explore the influence of pre-service teachers' DN on their intention to use technology in the future classroom in Serbia, by evaluating the DNAS on Serbian sample and using it for measuring the DN. Six variables were incorporated to examine their mutual relationships based on technology acceptance model: digital nativeness, behavioral intention (BI), perceived usefulness (PU), perceived ease of use (PEU), subjective norm (SN), and technological complexity (TC). Data were collected from 688 pre-service teachers in Serbia. Exploratory factor analysis confirmed a four-factor model for the DNAS, and Serbian pre-service teachers demonstrated a high level of DN. To evaluate the hypothesized model structural equation modeling was utilized. The suggested model had a good fit for describing the BI of Serbian pre-service teachers, accounting for 27.1% of the variance in BI. It was found that direct dominant predictors of BI are digital native traits, perceived usefulness, and perceived ease of use. Significant influence of digital native traits on all other variables in the model was also confirmed. The implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]

Education system has been witnessing a sea change in teaching and learning methods since the evolution of technology. Grabbing the attention of learners has become a challenge to the teachers these days as the digital natives have immersed themselves in technology. When teachers exploit technology for teaching and learning purposes, Netizens will concentrate on learning. Besides, this methodology interests the learners to grasp the content at a faster rate than ever before. Blended teaching methods remove the gap between theoretical and practical aspects. As students actively participate in this process, they gain confidence to apply their theoretical knowledge to everyday life situations. Moreover, there is precision in teaching and learning processes. Above all, second language learners find it easier to develop their communication skills. This paper analyses how blended teaching and learning methods fulfil the requirements of the college students in this modern era. [ABSTRACT FROM AUTHOR]

This paper investigated the extent to which senior high school students who typified the profile of the Arab Digital Generation (ADG) engaged with technology while outside the school. Data was collected using a questionnaire that measured the extent of the students’ engagement with digital technologies and their perceived media literacy. The results showed that the students had a lower frequency of engagement with digital devices for advanced purposes. Moreover, the results on the ADG and their media use patterns reflect an age characterized the generational change of technological practices and the dynamic stream of technological innovation that has occurred during the digital revolution. Given technology’s established position in the lives of the ADG, knowledge on the extent of technology use and the potential social and psychological implications of plasticity can and should be harnessed to stimulate greater positive engagement of the students in a digital economy and by extension, the entirety of the UAE society.

Students, as digital natives, are fascinated by social media as they use it in their everyday lives. However, not only opportunities but also challenges for education have arisen with the new bottom-up approach of using social media for educational purposes. In order to investigate different aspects of social media adoption and use in higher educational learning environments, a longitudinal study starting in 2010 was conducted. This paper summarizes and analyzes our findings based on several studies with quantitative and qualitative data collected and presented in 16 different articles throughout the last decade. Based on our results, we reached the conclusion that when there is proper infrastructure, appropriate strategies are applied, security and privacy are of high priority and teachers become accustomed to using modern technologies, social media can be used as an effective educational tool which improves the overall educational process and learning outcomes. Specifically, by using social media in a creative and student-centered manner in educational settings, students' engagement, motivation, interactivity, soft skills, communication and collaboration are promoted and improved. Finally, social media can be used as a means to help create virtual communities in which students will be able to exchange ideas, opinions and knowledge in both academic and extracurricular environments, mature and flourish. The aim of this ongoing longitudinal study is to enhance teachers' comprehension of social media and its use as an educational tool to create interactive learning environments for students of various disciplines in geographically and culturally distributed environments. [ABSTRACT FROM AUTHOR]

Digital natives is a term used to describe current higher education (HE) students, whose lives are proliferated by digital technologies. To cater to the needs of this new generation of students, HE institutions increasingly adopt digital tools such as virtual learning environments (VLE) and social media (SM). Little is known, however, about the impact of these digital technologies on students' HE outcomes. Drawing from service productivity theories, this study aims to address this gap. Through exploratory sequential mixed research methods, we identify five HE outcomes and reveal that Learning-Oriented Outcomes are the most important in HE even when digital technologies are not used; and these outcomes are further enhanced when students use VLE. Learning-Oriented Outcomes, however, are the least important when SM is used in HE; students tend to prioritise outcomes related to Knowledge Transfer instead. Our research findings derive theoretical and practical contributions and open up avenues for future research. [ABSTRACT FROM AUTHOR]

This study examined the digital nativity of university teachers in China and tested the factor structure and measurement invariance from exploratory structural equation modelling analyses of the Digital Native Assessment Scale (DNAS) developed by Teo [(2013). An initial development and validation of a digital natives assessment scale (DNAS). Computers & Education, 67, 51-57]. Data were collected from 502 university teachers from 11 Chinese universities. The results indicate that Chinese university teachers demonstrate "digital native" characteristics. The results also support the measurement invariance of the DNAS across age, teaching experience, years of technology use, and years of teaching with technology. This study is the first in the digital native literature to examine the digital nativity of teacher cohorts using the DNAS. It addresses the issue of age when characterising digital natives and enriches our understanding of digital natives by empirically proving the validity of the DNAS in measuring teachers' digital nativity in China. This study also has implications for policy makers who develop technologyrelated education policies and design continuing professional development training. [ABSTRACT FROM AUTHOR]

Digital technology constitutes a substantial presence in higher education and notions like 'digital natives' and '21st century digital skills' dominate educational discourse. However, within the last decade, scholars have started questioning the prevailing techno-optimism and practitioners have started debating whether and how to regulate the use of digital devices. Based on a systematic qualitative analysis of 100 written evaluations and mapping sessions with five students, this study explores students' experiences in an undergraduate course in which the teacher restricted the use of digital devices in discussion classes. We found that students expressed mostly positive attitudes towards resulting class engagement and mostly negative attitudes towards taking, sharing, and searching their notes. Finally, we discuss our findings based on the notion of media affordances. [ABSTRACT FROM AUTHOR]

Digital technologies are becoming increasingly widespread not just in our personal but also in our professional lives. Younger generations, born into a world of vast technological advances and innovations, are constantly connected expecting immediate response. Despite the relatively later adoption of digital technology in the Architecture, Engineering and Construction (AEC) industry, it has now become a permanent part of its successful operation with one such example being Building Information Modelling (BIM). This study employed a survey research approach to investigate how digital natives cope with the use of digital construction technologies in an education context. The findings suggest that the students on the course prefer mobile devices over desktop computers, stay connected continuously by using a wide variety of social media applications, learn new construction-specific freeware intuitively and by experimenting rather than following step-by-step instructions, and especially value the use of diverse specialist software to aid their learning. These findings could have potential implications for the future design of learning spaces, the way connectivity is considered in delivery and assessment, and the continual upskilling of the older generation faculty to address the constantly evolving learning preferences of the digital natives. [ABSTRACT FROM AUTHOR]

Although the "digital natives" theory is still used to justify the implementation of technologies such as video games in the language classroom, whether digital nativeness (i.e. the extent to which an individual embodies the characteristics attributed to digital natives) may be used as a predictor of digital game-based learning outcomes is to be analysed. An empirical study was conducted to test the predictive strength of some attributes of digital nativeness, as determined by Teo's (2013) Digital Native Assessment Scale, on L2 vocabulary acquisition and on educational engagement. A vocabulary learning game was played by 86 university EFL students, who additionally completed post- and delayed knowledge tests on the vocabulary contained in the game, the DNAS questionnaire, and questions on educational disengagement and perceived need for technology-related changes. The regression analysis revealed that the factor "able to multitask" was a predictor of poorer L2 vocabulary acquisition, whereas the factors "comfortable with technology" and "thrive on instant gratifications and rewards" had a positive impact on learning outcomes. Additionally, the analysis showed that none of the attributes of digital natives that make up the DNAS could predict either students' disengagement with the educational system or their perceived need for technology-based changes in education. [ABSTRACT FROM AUTHOR]

The wide use of smart devices among students has generated concerns in the last decades. Critical among many others is stress accumulated from the increasing dependency on the use of smart devices, especially among undergraduate students: "technostress." Observations that prompted this study hypothesized that if technostress is affecting professionals from other walks of life, can students who are digital natives be exempted from the rave? This study adopted a descriptive research design of the survey type, employed a validated researcher-designed questionnaire tagged "USIToL", with a reliability co-efficient value of 0.73 to elicit responses from the respondents. The participants were 150 multistage sampled undergraduate students across two technologydependent faculties at the University of Ilorin, Nigeria. The findings of the study revealed that as undergraduate students use smart devices, they become technostressed, and this is negatively influencing their learning with the devices. Therefore, this study recommended the need to rework how these devices can be better used to positively affect students' learning. [ABSTRACT FROM AUTHOR]

In 2001, Prensky characterised a new generation of learners entering higher education as digital natives -- naturally digitally literate and inherently proficient users of technology. While many educational technology researchers have long argued for the need to move beyond the digital native assumptions proposed by Prensky and other futurists, a critical review of the literature reveals that this concept remains influential in academia broadly and within professional education specifically. In light of this, we propose an alternative approach to technology integration in professional education settings that aims to avoid unhelpful digital native stereotypes by instead developing digital literacies in ways that leverage technological affordances. By building digital literacies across the procedural and technical, cognitive, and sociocultural domains connected to professional competencies, learners can effectively adopt and utilise emerging technologies through professional digital practices. [ABSTRACT FROM AUTHOR]

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Extensive research has examined the classroom-based technologies that promote L2 learning among learners, who can be considered digital migrants. This mixed-method study, however, was conducted with digital natives and examined the technologies and technological features of educational resources appealing to them, in order to practice English outside of the classroom. The quantitative data were collected through a 35-question survey administered to 158 children (aged 9-11); they were enrolled in a private school in the Southeast of Mexico. The qualitative data were collected through individual interviews from a subsample of 15 learners, who exhibited positive or negative attitudes for technology in the survey. The data analyses revealed that children felt confident using a wide variety of technologies. Nonetheless, they rarely related the use of technology for L2 learning outside of the class. They opted for technological features that fostered L2 learning in line with the cognitive processes that characterize their age. [ABSTRACT FROM AUTHOR]

This paper investigated the extent to which senior high school students who typified the profile of the Arab Digital Generation (ADG) engaged with technology while outside the school. Data was collected using a questionnaire that measured the extent of the students' engagement with digital technologies and their perceived media literacy. The results showed that the students had a lower frequency of engagement with digital devices for advanced purposes. Moreover, the results on the ADG and their media use patterns reflect an age characterized the generational change of technological practices and the dynamic stream of technological innovation that has occurred during the digital revolution. Given technology's established position in the lives of the ADG, knowledge on the extent of technology use and the potential social and psychological implications of plasticity can and should be harnessed to stimulate greater positive engagement of the students in a digital economy and by extension, the entirety of the UAE society. [ABSTRACT FROM AUTHOR]

This study examined if professional development needs of digital native and digital immigrant teachers differed in order for them to successfully integrate technology into teaching in the Chinese education setting. Quantitative and qualitative data were collected from 500 teachers in six schools in the southwest of China. The digital native teachers and the digital immigrant teachers were compared in terms of their different technology use behaviors and integration skills. The findings indicated that even though the digital native teachers had greater comfort with basic technology than the digital immigrant teachers, they still required training for integrating technology effectively in their teaching. The digital immigrant teachers needed more basic technology operations training as well as connections between technologies and teaching. Future technology professional developments in developing countries should 1) consider the different needs of digital native teachers and digital immigrant teachers; 2) prepare them to make meaningful connections between technologies and their teachings; and 3) adopt individual coaching with on-site designated specialists. [ABSTRACT FROM AUTHOR]

The use of laptops by students in the classroom has been a common practice for some time in both K-12 and Higher Education environments. With the infusion of technology comes new challenges in keeping the attention of students because of the lure of distraction brought about by laptops and smart phones. The study resulted in the following findings: (1) Laptops and Mobile devices are distracting; (2) Students are bored if not actively engaged in class; (3) Lecture courses create a disconnect with students; (4) Laptops hinder effective note-taking; (5) Laptops can distract other students in class; (6) The need to move from pure lecture classes to active learning. This exploratory study leads to the need for future research to determine success in non-lab courses where students are more engaged through active learning and innovative teaching and learning. [ABSTRACT FROM AUTHOR]

Building on the earlier net generation and millennials concepts, Prensky popularised the notion of a generation of "digital native" students through his 2001 two-part series "Digital natives, digital immigrants". Although his ideas about how students perceive and utilise technology resonated with many educators, they lacked supporting evidence. Subsequent investigations, which informed the so-called "digital natives debate", produced largely contrary evidence and dissenting views. As dissemination and acceptance of this evidence grew, interest in the idea of students as digital natives should have waned. However, a detailed analysis of general and academic search data and of articles published in leading educational technology journals (between 1998 and 2017) suggests that this interest remains strong. Although references to digital natives and the related terms net generation and millennials in educational technology journals has declined somewhat (having peaked in 2011), public and general academic search interest in these terms - and presumably the ideas that underpin them - continues to grow. These trends are discussed from an historical perspective, considering how our acceptance (or rejection) of the digital natives concept has developed, and the potential past, present and future impact of this on technology adoption and implementation practices within our universities. [ABSTRACT FROM AUTHOR]

Modern society strives to make its world smart. The role of education in this process is to meet the challenges of the changing world and prepare learners to become fully integrated members of society. Objects of research of the current work are innovative and effective tools and technologies that can transform education. They allow to create an environment where the training is consistent with the needs and characteristics of digital learners and present-day society. The specific purpose of the work is to reveal the potential of Augmented Reality to transform education into Smart education. [ABSTRACT FROM AUTHOR]

The goal of this study was to examine university students' flexible thinking and resistance to change (as an opposite trait) according to their expertise in information and communication technology (ICT). An exploratory study was conducted, wherein an online questionnaire was administered to undergraduates (N = 679) from two higher education institutions. The findings show that undergraduates who are inclined to adapt to new learning situations are less likely to seek routine, react emotionally, and have short-term focus. The findings also indicated that technology proficient students are more likely to be flexible in thought and less inclined to resist change than those who are less technology savvy. Moreover, technology proficient students who prefer to learn in collaboration reported the highest inclination to think flexibly. This may indicate the importance of integrating collaborative technology as means for facilitating flexible thinking; thus preparing higher education students to a world of online communication and teamwork. [ABSTRACT FROM AUTHOR]

Constant development of information and digital technologies changes the learning process and the specifics of social relations between the student and the teacher. The use of new means of communication makes an important contribution to the development of skills in using technology, intensive self-study and social interaction. A new generation of students uses digital technology daily. The article shows the impact of digital technology on a new generation of students, digital natives, and their learning. It has been defined that a lot of scientists have been studying the impact of information technology on digital generation, advantages and disadvantages of digital technologies. It has been stated that some scientists (M. Spitzer, J. Bauer) point out that there isn't any indication that digital media accelerate or deepen the brain development process and don't have any positive effect on its development. Today's students cannot do without IT technologies - computers, mobile phones, the Internet, applications: video and music, text messaging. Nevertheless, Nicolas Carr notices that texting and instant messaging may weaken human creativity. It is also mentioned that multitasking leads to more superficial learning and less efficient processing of information. Generation of digital natives creates their own social network in their virtual world (a new culture of communication, a new language, new abbreviations which are used for writing messages). As for forms and methods of learning, it is extremely difficult for them to attend lessons and they prefer to be active and to work autonomously. They use the Internet as the main alternative to the traditional literary sources. Learning should be interactive, creative and autonomous for them. The organization of the educational process for digital natives is not an easy task, because they require varied and very stimulating learning environment. Thus, it has been proved that new digital technologies and the Internet can bring not only damage and danger, but also give huge benefits. These benefits should be taken into consideration and appropriate educational programs should be developed and introduced into digital natives' learning. [ABSTRACT FROM AUTHOR]

Students' ownership of technology devices, their access to software and Web-based utilities, and their related preferences are the subject of this ongoing research. The devices that instructors use in the classroom, how students use online learning systems as provided by the university, and students' skill levels when using technology for learning are also included. The major objective of this research is to provide a long-term comparative analysis across one university to determine if students' and lecturers' use of technology for teaching-learning has changed. Such ongoing data collection and analysis will inform individual institutions about online learning and how to improve facilities for both staff and students for maximum educational success. An initial study was conducted in 2015. This paper reports on the second data collection to determine if there have been any changes over a two-year period. The findings indicate that students have intermediate skill levels when using basic software programs for their study, whereas their social media skills are advanced. Students use mobile devices (phones and tablets) to access online learning materials. Overall, most students and staff lack basic knowledge in using information technology for study purposes. It was concluded that the university should continue to conduct ongoing monitoring and evaluation of students' and staff's information technology competencies. [ABSTRACT FROM AUTHOR]

Mid-way through the second decade of the twenty-first century, young people are still being touted as digital natives in a world where technology is increasingly ubiquitous in nature. Technology appears in all levels of society, from the grocery store self-serve, Internet banking and shopping, to the classroom. This paper reports on the initial findings of a much larger study conducted in a Thai university that explores how students use technology for learning. The paper also discusses ownership of technology and examines the myth of the digital native. The research is based on an earlier PhD study conducted across 2 universities in Western Australia. Findings from the current research indicate that attitudes to technology and cultures of technology use amongst young people have changed little since the original study's data collection 7 years ago. However, there are subtle differences in how Thai university students use technology for learning. [ABSTRACT FROM AUTHOR]

Ongoing developments in educational technologies place increasing demands on teachers who have to make decisions on a daily basis concerning how, when, and where to make use of technologies in classrooms. Building on results from the Danish project Technucation, this paper argues that there is a marked need for a teacher-specific version of the technological literacy developed by the International Technology Education Association (ITEA). ITEA defines technological literacy as the ability to ‘use, manage, assess, and understand technology’. The Technucation project found that teachers were not simply in need of knowledge about how to manage technical challenges, they would also benefit from awareness of how new technologies change relations, identities, and complex power structures. The paper explicitly addresses this issue of the new skills and analytic capabilities that teachers need in order to engage effectively with technological development. The type of enhanced technological literacy teachers may benefit from is represented in the paper through its presentation of theTECS-model, developed in the course of the Technucation project: hands-on skills in handlingTechnology(T); capability to analyse changes inEngaged relationships(E); capability to analyseComplex power-informed pathways(C); and capability to analyse long-termShifts in professional identities(S). The paper argues that attention to all of these areas should be included in the education of technological literacy to pre-service teachers. [ABSTRACT FROM AUTHOR]

Scholars and pundits alike have devoted considerable attention to the so-called 'Net Generation', arguing that their status as 'digital natives' requires a complete reconception of how educators use technology. Although the explosion of educational technologies warrants closer examination, we argue that the need for this change comes not from some generational Zeitgeist, but rather the change in the technological landscape. Thus, a more fruitful approach is to examine educational technologies from a media ecology standpoint, considering what these technologies enhance, retrieve, reverse into and obsolesce. [ABSTRACT FROM AUTHOR]

In the context of a digital age that marks all sectors of modern life, access and use of new technologies and the Internet by digital natives is an area with multiple speculations based on relatively little empirical research. It was noted that young people of this generation share a global common culture characterized more by their experience in the use of digital technologies and less by age. It is obvious that the use of new technologies has become an important dimension of education at all its levels and should be used in line with the needs and characteristics of digital natives. The purpose of this paper-work is to highlight access to practice in terms of new technologies for academic study and to identify the level of training and use of new ICT resources by secondary school teachers. [ABSTRACT FROM AUTHOR]

With reference to the digital natives’ debate, there is a gap on digital natives’ characteristics. To fill this gap, the Digital Natives Assessment Scale was developed to measure students’ assessment of the degree to which they perceived themselves to possess the attributes of digital natives. The scale was developed within the Turkish language and requires further validation in cross-cultural adaptation processes. Moreover, to ensure scale validity, empirical investigation to test for invariance across different subgroups is required to engender confidence in the generalizability of the measure. This study aimed to provide initial validation of the Turkish Digital Natives Assessment Scale as a current measure for preservice teachers and to examine scale invariance across gender given that gender has been identified as an important contextual factor when studying digital natives’ characteristics and use of digital technology. Confirmatory factor analyses and measurement invariance analyses across gender for cross-validation were performed. The confirmatory factor analysis results showed that a four-factor structure was confirmed for female and male preservice teachers together and female and male preservice teachers separately. In relation to measurement invariance, the results of the current study indicated support for configural invariance, metric invariance, and scalar invariance by gender. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The digital literacy and awareness are now not just bound with education. The digital expansion is now a part of social, political, cultural, economic, community, and intellectual life. The education systems at business schools need to help future managers to understand and benefit from their engagement with digital technology and digital cultures. Yet, only a little research has been carried out on the conceptual implications in implementing this shift in curriculum in Indian B Schools. The young minds today are living in a digital reality. The role of various ICT programs in elementary education has helped them to exercise, explore and perform in the digital world. This chapter tries to bring out the importance of various digital world entities in understanding the digital communication better. The implementation of these concepts in our curriculum needs a transformation from formal pedagogic techniques to "cybernetically" distributed informal pedagogies of digital learning. This paper proposes the teaching and learning designs by which the student can understand the digital ecology of communication sphere. [ABSTRACT FROM AUTHOR]

This article describes the implementation and outcomes of incorporating creative digital assignments that utilize emergent social technologies in six college courses across the curriculum during the Spring 2015 term. These projects were supported by a digital learning center providing a website of short video and text tutorials, assignment consultations, class visits, and workshops for both students and instructors. Assessment data and student feedback indicate that, while an initial exposure to digital tools may decrease confidence, repeated exposure and experience can bolster student confidence and enjoyment as digital learners and producers. In addition, assessments reflected positive associations between the number and variety of digital tools utilized by students in their assignments, and the growth in the students’ confidence and enjoyment as digital learners and producers. [ABSTRACT FROM AUTHOR]

This paper reports on a literature review of the concept of "Digital Natives" and related terms. More specifically, it reports on the idea of a homogeneous generation of prolific and skilled users of digital technology born between 1980 and 1994. In all, 127 articles published between 1991 and 2014 were reviewed. On the basis of the findings, there appears to be no commonly-accepted definition of a "Digital Native". The concept varies among individuals, societies, regions and nations, and also over time. Moreover, there are a number of variables other than age that may help us understand the nature of students' use of digital technologies. The so-called "Digital Native" literature demonstrates that despite students' high digital confidence and digital skills, their digital competence may be much lower than those of their "digital teachers". Given the confusion surrounding "Digital Native" and its affiliates, we propose to unify them under the concept "digital learners". [ABSTRACT FROM AUTHOR]

One major competence for learners in the 21st century is acquiring a second language (L2). Based on this, L2 instruction has integrated new concepts to motivate learners in their pursue of achieving fluency. A concept that is adaptable to digital natives and digital immigrants that are learning a L2 is Gamification. As a pedagogical strategy, Gamification is basically new, but it has been used successfully in the business world. Gamification not only uses game elements and game design techniques in non-game contexts (Werbach & Hunter, 2012), but also empowers and engages the learner with motivational skills towards a learning approach and sustaining a relax atmosphere. This personality factor as Brown (1994) addresses is fundamental in the teaching and learning of L2. This article covers aspects regarding language, second language learning methodology and approaches, an overview of the integration of technology towards L2 instruction, Gamification as a concept, motivational theory, educational implications for integrating the strategy effectively, and current applications used. It also calls for a necessity of empirical evidence and research in regards to the strategy. [ABSTRACT FROM AUTHOR]

Under the conditions of a digital age, new technologies undergo various interpretations, approaches and usages. Education reaches new dimensions at all its levels, by adopting new technologies in order to deeper support modern possibilities of learning that define the new generations: a high degree of digital capabilities, the capacity to accomplish various tasks, constant connectivity, literacy in multiple media, the need for speed in data transmission, an education for delivery of information, as well as a unique approach towards the learning system. Undeniably, the new learning realities require these new technologies, without limiting their importance in the student's academic study. This paper analyzes the characteristics of today's students in connection with the development of their resilience to adopt new learning-style changes. It is meant to focus on the technology access and practice in academic study and to evaluate the level of the students' adaptability for change. [ABSTRACT FROM AUTHOR]