Introduction
The critical comparative article will examine two case studies of digital learners in secondary education. The first article, “Digital Learners in Higher Education: Generation Is Not the Issue,” by Bullen, M., Morgan, T., & Kayyum, A., challenges the widely accepted view that the generation was born in post-1982 (referred to as the Net Generation) in terms of digital technology is very different from the generation that preceded their disruption. The second article, “Net Generation Students: Agency and Choice and the New Technologies,” by Jones, C., & Healing, G. (2010), explores the concept of “digital natives/migrants,” Prensky and Mark The language’s in-depth understanding. This article aims to critically examine the arguments presented in the two articles, comparing their arguments to the use of ICT, the impact of technology on learning, and the characteristics of digital learners in higher education Issues and Different.
Treatments by Way of Authors
Both articles deal with the important thing issue of whether or not the Net Generation’s immersion in virtual generation notably affects their conduct, gaining knowledge of strategies, and characteristics. Bullen et al. (first article) mission the claims made approximately this era, emphasizing the absence of strong evidence to assist the notion of a distinct “Net Generation.” They severely verify the claims approximately ICT use, its impact on studying, and private traits (Bullen et al., 2011). On the other hand, Jones and Healing (second article) interact with the idea of “virtual natives/immigrants” proposed through Prensky, exploring students’ business enterprise and choices in using new technology. They delve into the interplay of generation and student getting to know, offering insights into the function of college students’ choices and selection-making in generation adoption.
The two articles are being compared because they each speak about the phenomenon of virtual inexperienced persons in better schooling, specifically focusing on the characteristics and behaviors of the Net Generation. The foundation of assessment is to severely investigate and examine the arguments made by the authors concerning the impact of digital technology on this generation’s studying procedures, behaviors, and personal trends. By comparing these articles, the essay ambitions to spotlight the variations of their perspectives and the quantity to which they help or project the broadly normal belief of a distinct “Net Generation” and its implications for educational establishments.
The Comparison of the two articles can be carried out by examining the treatment of key issues in three most important categories: (1) Claims about ICT use, encompassing the extent and sample of digital era adoption through the Net Generation; (2) Claims about the impact of ICT use on learning, reading the results of generation immersion on college students’ cognitive approaches and educational effects; and (3) Claims approximately the exceptional characteristics of the Net Generation, comparing the proof presented for the life of unique trends attributed to this group. The essay will provide a dependent and complete assessment of the author’s arguments by organizing the evaluation into these classes.
Upon reading this assessment, we will advantage insights into the validity and robustness of the claims made about digital newcomers in better training, particularly the Net Generation. The thesis of the important assessment essay is that the belief of a wonderful Net Generation, essentially extraordinary from previous generations because of their digital immersion, needs to be properly supported with the aid of empirical proof. The evaluation will screen that at the same time as both articles have interact with the idea of virtual beginners, Bullen et al. (first article) assign the triumphing assumptions, whereas Jones and Healing (2nd article) consciousness on college students’ corporation and alternatives in the usage of generation, indicating a more nuanced attitude at the effect of virtual technology on getting to know.
The factor of the arguments within the first article by Bullen et al. This is to severely compare the commonly held beliefs about the Net Generation and their purported variations, especially regarding their use of the digital era and its effects on gaining knowledge of and behavior. They contend that the claims approximately the Net Generation’s awesome traits lack large proof and can lead educational establishments to implement expensive adjustments primarily based on unfounded assumptions. By highlighting the constrained studies supporting those claims, the authors urge a more cautious and evidence-primarily based technique to know how inexperienced virtual persons are in higher training.
In the first article utilizing Bullen et al., the evidence used to support their arguments in opposition to the belief of a distinct Net Generation consists of an essential evaluation of current literature on digital beginners, particularly claims approximately ICT use, its effect on learning, and private characteristics. They point out that the studies helping those claims regularly lack peer-reviewed rigor and are based on proprietary research (Jones & Healing 2010). The authors also draw upon observations and surveys displaying that the digital era is extensively used across all age companies, though the concept of a significant generational divide. Furthermore, they speak their observation, which examines whether their organization’s students suit the Net Generation profile, offering empirical proof to question the triumphing assumptions.
Assumptions shape the idea of the arguments presented in each article. In Prensky’s argument, the belief is that younger humans born after 1982, known as “virtual natives,” own innate digital literacy due to their lifelong publicity to the virtual generation. He contends that this generation’s studies with computers, video games, and virtual equipment cause them to be inherently skilled in navigating digital environments. However, this assumption is debatable. While many younger humans may have grown up with the era, virtual literacy can vary widely among people. Factors inclusive of getting the right of entry to technology, excellent education, socioeconomic popularity, and man or woman’s interest can extensively shape one’s potential to apply virtual generation efficaciously. Digital literacy is an ability that desires to be nurtured and advanced rather than solely attributed to generational fame.
Conclusion
In conclusion, the vital assessment of the 2 articles on virtual learners in higher training provides precious insights into the discourse surrounding the Net Generation. Bullen et al. Project the triumphing assumptions about this generation’s uniqueness, arguing that approximately ICT use, impact on gaining knowledge of, and private traits lack robust empirical help. On the other hand, Jones and Healing consciousness of students’ corporations and alternatives in adopting new technologies. The evaluation reveals the need for an extra nuanced approach to know-how digital learners, acknowledging that digital literacy is not decided via generational repute but motivated by using different factors like getting the right of entry, education, and character hobby. Overall, this assessment underscores the importance of evidence-based perspectives while addressing the complexities of digital learners in present-day better education.
References
Bullen, M., Morgan, T., & Qayyum, A. (2011). Digital learners in higher education: Generation is not the issue. Canadian Journal of Learning and Technology, 37(1), 1-24. Retrieved from http://www.cjlt.ca/
Jones, C., & Healing, G. (2010). Net generation students: Agency and choice and the new technologies. Journal of Computer Assisted Learning, 26, 344-356. doi: 10.1111/j.1365-2729.2010.00370.x
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