Journal articles: 'Digital natives and immigrants'

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Repique, Renee John R. "Digital Natives, Digital Immigrants." Journal of the American Psychiatric Nurses Association 19, no. 2 (March 2013): 100–101. http://dx.doi.org/10.1177/1078390313481999.

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Rahmawati, Devie, Giri Lumakto, and Deni Danial Kesa. "Generasi Digital Natives dalam Praktik Konsumsi Berita di Lingkungan Digital." Communications 2, no. 2 (July 31, 2020): 74–98. http://dx.doi.org/10.21009/communications.2.2.5.

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Dominasi interaksi warga di dunia digital masih menyisakan ketidaksetaraan antar generasi. Walau data menunjukkan dari 268 juta penduduk Indonesia, terdapat 355 juta pengguna seluler (133%). Dimana 91% mengakses informasi melalui ponsel, mayoritas interaksi digital ini berasal digital native. Digital natives (17-34 tahun) adalah generasi yang lahir berdampingan dengan perkembangan teknologi. Sedang digital immigrants (45-65 tahun) lahir sebelum teknologi digital berkembang pesat. Penelitian ini menggunakan pendekatan kualitatif. Metode pengumpulan data menggunakan teknik dua kali wawancara dengan FGD dengan 55 orang responden. Ke 55 responden berasal dari digital natives (20) dan digital immigrants (35). Teknik wawancara menggunakan tidak terstruktur. Dengan analisis data bersifat deskriptif. Penelitian ini menemukan adanya misinterpretasi kompetensi digital, terutama dalam konsumsi informasi hoaks. Dibandingkan dengan generasi digital immigrant dalam mengkonsumsi berita, digital natives menunjukkan ketimpangan schemata dalam mengenali informasi digital. Kedua generasi masih mudah terprovokasi dengan kandungan emosional hoaks. Terjadi kendala untuk digital natives merubah kondisi sosial atas persebaran berita hoaks (digital divide). Pola patron-client menjadi salah satu penyebab hoaks menjadi informasi yang dipercaya juga oleh digital natives.

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Ololube, Nwachukwu Prince, Peter James Kpolovie, Samuel Amaele, Rose N. Amanchukwu, and Teinye Briggs. "Digital Natives and Digital Immigrants." International Journal of Information and Communication Technology Education 9, no. 3 (July 2013): 42–64. http://dx.doi.org/10.4018/jicte.2013070104.

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It is presumed that Nigerian students and teachers have been unable to find effective ways to use technology in the classroom and other aspects of their teaching and learning. Yet, considerable debate remains over the most efficient techniques and procedures to measure students and faculties information technology and information systems (IT/IS) use. In most developing countries, the challenges associated with carrying out IT/IS measurements are different from those in developed countries, as are the methods for selecting appropriate IT/IS content. This study gathered data using a five item demographic variable and a fifty item questionnaire to measure student and faculty academic IT/IS use in one private and one public university in Nigeria. This study is based on the 191 responses received to the questionnaire. The results reveal significant differences between the academic use of IT/IS by students and faculty. This groundbreaking study recommends that universities become valuable and proactive actors in the provision of technology based learning, teaching and research for students and academic staff to foster an effective academic environment aimed at meeting millennium development goals (MDG) for education. This scholarly discourse has implication for researchers, education practitioners, planners, policy makers and government.

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Wang, Qian, Michael D. Myers, and David Sundaram. "Digital Natives and Digital Immigrants." Business & Information Systems Engineering 5, no. 6 (November 8, 2013): 409–19. http://dx.doi.org/10.1007/s12599-013-0296-y.

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Jarrahi, Mohammad Hossein, and Ali Eshraghi. "Digital natives vs digital immigrants." Journal of Enterprise Information Management 32, no. 6 (October 11, 2019): 1051–70. http://dx.doi.org/10.1108/jeim-04-2018-0071.

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Purpose Generational membership is argued to have an impact on how social technologies are used for knowledge sharing and communication in organizational contexts. Previous research has especially underscored the difference between digital natives and digital immigrants in how they make sense of and interact with social technologies for work. The purpose of this paper is to provide a multidimensional perspective and to explore generational differences as well as other factors deriving from both work-related and personal characteristics. Design/methodology/approach The paper presents a summary of the findings from interviews with 58 consultants from 17 managing consulting firms. Participants were selected based on their knowledge-intensive roles and their willingness to share information about their knowledge practices. Findings Findings highlight the significance of the organizational rank, knowledge needs, individuals’ enthusiasm for technology use and personality disposition in shaping workers’ attitudes toward social technologies for knowledge practices. This work builds from a social construction of technology perspective to provide a comprehensive insight into the roles played by work and personality-related factors beyond age and generational differences in the use of social technologies in and for work. Originality/value This research contributes to the discourse on generational differences and the use of social technologies. It puts this question into a broader context, and highlights other factors that shape this relationship.

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Wang, Qian, Michael D. Myers, and David Sundaram. "Digital Natives und Digital Immigrants." WIRTSCHAFTSINFORMATIK 55, no. 6 (November 12, 2013): 409–20. http://dx.doi.org/10.1007/s11576-013-0390-2.

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Buragohain, Dipima. "A Survey on Digital Immigrants’ Technology Usage and Practice in Teaching Digital Natives." International Research in Education 8, no. 1 (October 17, 2019): 20. http://dx.doi.org/10.5296/ire.v8i1.15560.

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The widespread use of digital technologies by digital natives has put a considerable amount of pressure on their educators, who are mostly digital immigrants, to recognize the relevance of digital connectivity, learn new ways of thinking and processing information of the digital natives, and integrate it into their teaching environments. The current study looks into these aspects while discussing the technology usage and practice of digital immigrant educators in higher education. A survey was conducted with a structured questionnaire on the technology usage and teaching strategies implemented by the digital immigrant educators to teach digital natives in higher education. The findings reported that digital immigrant educators must be accustomed to the a) diverse needs of digital native students and b) use and applications of digital technologies in order to create and practice interactive and collaborative teaching environments.

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Prensky, Marc. "Digital Natives, Digital Immigrants Part 1." On the Horizon 9, no. 5 (September 2001): 1–6. http://dx.doi.org/10.1108/10748120110424816.

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Suša, Dalia. "Digital Immigrants and Digital Natives: Learning Business Informatics at Higher Educational Level." Business Systems Research Journal 5, no. 2 (September 10, 2014): 84–96. http://dx.doi.org/10.2478/bsrj-2014-0012.

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AbstractBackground: The term digital natives refer to those born since the 1980s and have been growing up surrounded by technology. On the other hand, digital immigrants are born before 1980s and learned how to use technology later in life. Objectives: Goal of the paper is to explore attitudes of digital native students on the course of Business Informatics at higher educational institutions (HEIs), and to compare them with attitudes of digital immigrants. Methods/Approach: The survey was conducted in 2014 using the sample of first-year Business Informatics students from the Faculty of Economics and Business in Zagreb, Croatia. Results were compared with a research conducted in 1998. Results: In comparison to an earlier research, digital natives perceive their level of competency in the subject of Business Informatics before teaching practices much higher compared to digital immigrants. However, there is still an increase in digital native students’ level of competency in the subject before and after teaching practices. Conclusions: The research confirms a shift from digital immigrants to digital natives who show high level of interest for Business Informatics course topics and find its utility very high. However, constant improvement of delivering knowledge is needed in order to keep these high levels.

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Abdul Aziz, Mohd Nasiruddin, Siti Norlizaiha Harun, Mohd Khairi Baharom, and Norfadilah Kamaruddin. "Preferred Learning Styles for Digital Native and Digital Immigrant Visitors in The Malaysian Music Museum." Asian Journal of University Education 16, no. 3 (October 20, 2020): 234. http://dx.doi.org/10.24191/ajue.v16i3.11085.

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The majority of museum experts have agreed that museums are informal learning environments, however, most of the previous studies on digital learning have focused on formal education institutions instead of informal environments. Hence, adapting the new fast-changing technology in museum learning has become one of the major challenges for the digital native and digital immigrant populations due to their different learning styles. These two generations have different levels of thinking patterns, experiences, and digital exposure that lead to different levels of technology accessibility in the learning environment. Therefore, the aim of this study was to investigate the preferred learning styles of museum visitors in the Malaysian context based on the learning styles of digital natives and digital immigrants. A total of 265 respondents participated in this study representing the population of N=792 at the Malaysian music museum in the data collection process. These descriptive results on the cross-tabulation analysis from the survey indicated that most of the visitors preferred the digital natives’ learning styles compared to the digital immigrants’, regardless of personal factors (gender, age, nationality, education level, or occupation). Thus, museum institutions should take the necessary steps to enhance or maintain the learning approach for digital natives with elements of entertainment and fun, provide internet connection, less text, out of school environment, digital use, and multi-task activities for skills enhancement. The minority of digital immigrants are suggested to assimilate and become part of the digital native group to stay relevant in this digital era. Keywords: Digital, Education, Learning, Malaysia, Museum

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Molnár, György, Zoltán Szűts, and Katalin Nagy. "Digital Immigrants – Strangers." Acta Universitatis Sapientiae Communicatio 4, no. 1 (December 1, 2017): 79–91. http://dx.doi.org/10.1515/auscom-2017-0004.

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AbstractIn social context, a stranger can be identified as one who is excluded from a group. This group can sometimes have only a few members, while in other cases it can consist of a whole nation or of an entire society. From a digital perspective, there are two kinds of citizens: first, those who are members of the digital information society. They are able to take part in social and public communication on several levels. Their habits often make life easier, and the pace they live their lives at is faster than of those before them. They are the digital natives. Second, there are those who designed the digital world, but ironically they are the ones who do not really understand how it works in practice. They are the digital immigrants, the strangers. In our study, our key point is that digital immigrants, who have been in this world longer than the so-called digital natives, are perceived as strangers as they are in many ways excluded from today’s digital information society. The rituals of their daily interaction, routine, and media consumption as well as information gathering differ from those who are “full members” of the information society.

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Misci Kip, Sema, and Pınar Umul Ünsal. "Exploring native advertising in Turkey: insights from digital immigrants and digital natives." Qualitative Market Research: An International Journal 23, no. 3 (January 31, 2020): 381–406. http://dx.doi.org/10.1108/qmr-01-2018-0016.

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Purpose This study aims to achieve broad insights into perceptions and attitudes of Turkish digital immigrants (DI) and digital natives (DN) toward native advertising (NA) format. Design/methodology/approach Based on extant review of literature, semi-structured interview questions helped to solicit subjective interpretations, perceptions and attitudes of Turkish consumers toward NA format. In-depth interviews with 36 participants were conducted. Findings The study gains new knowledge on issues related to NA format, such as self-determination of viewing, privacy and accuracy of information. Findings provide whys and wherefores for these undiscovered issues, as well as for preexisting themes such as format recall and recognition, disclosure, communication/marketing aims, attitudes toward NA format, brand and publisher, NA placement and “nativity” of the format. In terms of perceptions and attitudes of DIs and DNs, both similarities and differences exist. DNs consider viewing NA content under their own initiative, so their perceptions and attitudes toward NA are shaped accordingly. Research limitations/implications The interviews were carried out in a single setting; with a convenience sample of consumers living in Izmir, Turkey. Certain age and education levels were considered desirable as main criteria for selection. Practical implications The study identifies consumer concerns on the NA format and content; and provides suggestions for advertisers, publishers and ad professionals on disclosure, relevancy and frequency of exposure, which can be applied in practice. Implications for public policy are also discussed. Originality/value This is the first known study to explore perceptions and attitudes of DIs and DNs toward NA format in the Turkish context. This study uncovers and discusses insights into underlying reasons of DI/DNs’ perceptions and attitudes. The study extends prior findings of quantitative research on NA, offering fruitful insights for future research.

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Autry, Alex J., and Zane Berge. "Digital natives and digital immigrants: getting to know each other." Industrial and Commercial Training 43, no. 7 (October 4, 2011): 460–66. http://dx.doi.org/10.1108/00197851111171890.

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Hoffmann, Christian Pieter, Andrea Chandra Von Kaenel, Christoph Lutz, and Miriam Meckel. "Digital Natives and Digital Immigrants: Differences in Online Trust Formation." Academy of Management Proceedings 2012, no. 1 (July 2012): 16268. http://dx.doi.org/10.5465/ambpp.2012.258.

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Bazylevych, V., V. Osetskyi, and I. Tatomur. "Conformity of Higher Education with Requirements of Digital Natives." Bulletin of Taras Shevchenko National University of Kyiv. Economics, no. 202 (2019): 6–13. http://dx.doi.org/10.17721/1728-2667.2019/202-1/1.

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The paper explores stages that teaching followed in its revolutionizing transitions from Education 1.0 to Education 4.0. The study presents a detailed analysis of the scientific approaches, which economists used in examining the influence of digital technologies on the behaviour of young people and on identifying a generation of children as “digital natives” who grew up in the era of informational changes. An assessment of traits inherent in the new generation of young people has been used as a basis for carrying out a comparative analysis of the features of “digital natives” with the distinctiveness of “digital immigrants.” The study identified factors that contributed to a growing number of “digital immigrants” in developing and least developed countries. The notions of “digital cowboys” and “digital nomads” are considered in terms of their recent appearance in the academic market. Countries with the highest share of “digital natives” comprise the high-income and above-average income countries, the countries with very high levels of general Internet penetration, the countries with top ICT Development Index (IDI), and the countries with a relatively high proportion of young people. Solutions are proposed to support “digital natives” in their educational aspirations and narrow the gap between them and “digital immigrants”.

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Wiater, Alfred. "Medien & Schlaf." Schlaf 2, no. 03 (2013): 143–47. http://dx.doi.org/10.1055/s-0038-1626058.

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Als Digital Natives bezeichnen Jan Frölich und Gerd Lehmkuhl in ihrem Buch „Computer und Internet erobern die Kindheit“ (1) die Kinder, die in die digitale Welt hinein geboren worden sind. Alle vorherigen Generationen sind Digital Immigrants, die sich mühsam ihre „digitale Identität“ erarbeiten oder vielleicht sogar erkämpfen müssen.

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Shaughnessy, Michael F., and Cynthia Anne Kleyn Kennedy. "An Interview with Shiang-Kwei Wang: Digital Immigrants versus Digital Natives." International Journal of Academic Research in Education 1, no. 1 (March 13, 2015): 21. http://dx.doi.org/10.17985/ijare.11742.

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JANSKÁ, Lenka. "ICT INFLUENCE ON PUPILS DISTRIBUTION TO DIGITAL NATIVES AND DIGITAL IMMIGRANTS." Trends in Education 8, no. 1 (July 1, 2015): 163–67. http://dx.doi.org/10.5507/tvv.2015.008.

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Furini, Marco. "Users Behavior in Location-Aware Services: Digital Natives versus Digital Immigrants." Advances in Human-Computer Interaction 2014 (2014): 1–23. http://dx.doi.org/10.1155/2014/678165.

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Location-aware services may expose users to privacy risks as they usually attach user’s location to the generated contents. Different studies have focused on privacy in location-aware services, but the results are often conflicting. Our hypothesis is that users are not fully aware of the features of the location-aware scenario and this lack of knowledge affects the results. Hence, in this paper we present a different approach: the analysis is conducted on two different groups of users (digital natives and digital immigrants) and is divided into two steps: (i) understanding users’ knowledge of a location-aware scenario and (ii) investigating users’ opinion toward location-aware services after showing them an example of an effective location-aware service able to extract personal and sensitive information from contents publicly available in social media platforms. The analysis reveals that there is relation between users’ knowledge and users’ concerns toward privacy in location-aware services and also reveals that digital natives are more interested in the location-aware scenario than digital immigrants. The analysis also discloses that users’ concerns toward these services may be ameliorated if these services ask for users’ authorization and provide benefits to users. Other interesting findings allow us to draw guidelines that might be helpful in developing effective location-aware services.

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Lissa Miranda Gonzales, Anna. "Technology Initiatives: A Shared Leadership of Digital Natives and Digital Immigrants." Higher Education Research 3, no. 4 (2018): 66. http://dx.doi.org/10.11648/j.her.20180304.12.

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Ransdell, Sarah, Brianna Kent, Sandrine Gaillard-Kenney, and John Long. "Digital immigrants fare better than digital natives due to social reliance." British Journal of Educational Technology 42, no. 6 (October 13, 2010): 931–38. http://dx.doi.org/10.1111/j.1467-8535.2010.01137.x.

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Prensky, Marc. "Digital Natives, Digital Immigrants Part 2: Do They Really Think Differently?" On the Horizon 9, no. 6 (November 2001): 1–6. http://dx.doi.org/10.1108/10748120110424843.

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Ball, Christopher, Jessica Francis, Kuo-Ting Huang, Travis Kadylak, Shelia R. Cotten, and R. V. Rikard. "The Physical–Digital Divide: Exploring the Social Gap Between Digital Natives and Physical Natives." Journal of Applied Gerontology 38, no. 8 (September 19, 2017): 1167–84. http://dx.doi.org/10.1177/0733464817732518.

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Older adults are the most digitally divided demographic group. The present study explores how older adults perceive the physical use of information and communication technologies (ICTs), particularly across generations and contexts. Data for the present study come from nine focus groups. Seniors acknowledge that ICTs help them connect with geographically distant social ties, but that they lead to feelings of disconnection with geographically close social ties. We label this phenomenon the “physical–digital divide,” which exists when a group feels ostracized or offended when those around them engage with ICTs while they themselves are not or cannot engage with ICTs. Younger generations are often referred to as “digital natives” and older generations as “digital immigrants.” A more apt label for older adults may be “physical natives,” as their preferred method of communication involves physical face-to-face interactions and traditional codes of etiquette. Suggestions are made for reducing the physical–digital divide.

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Chaves, Hamilton Viana, Osterne Nonato Maia Filho, and Armando Sérgio Emerenciano de Melo. "EDUCATION IN TIMES NET GENERATION: HOW DIGITAL IMMIGRANTS CAN TEACH DIGITAL NATIVES." HOLOS 2 (April 20, 2016): 347. http://dx.doi.org/10.15628/holos.2016.3611.

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Members of the knowledge society, of the network society or of the informatics society are some names that seem to define the current generation. Net generation is a generic nomenclature which covers all the previous terms. Digital immigrants are the subjects whom were born before the advent of digital technologies and who joined to them. Digital natives are the subjects whom were born in the current generation and that would have special qualities, especially regarding the learning process. Considering all this context, a question arises: how the digital immigrants teach the digital natives? This item justifies itself because there is a meeting of generations, in theory, significantly differentiated. Due to this, it would be necessary to identify the appropriate educational forms according to the presented situation. Our teaching experience convinces us that, yes, we should valorize the information’s technologies and communication, understanding that these are means, not ends. It is important to highlight that any tool causes advances and regressions, a fact that serves to guide our teaching practice.

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Kirk, Colleen P., Larry Chiagouris, Vishal Lala, and Jennifer D. E. Thomas. "How Do Digital Natives and Digital Immigrants Respond Differently to Interactivity Online?" Journal of Advertising Research 55, no. 1 (March 2015): 81–94. http://dx.doi.org/10.2501/jar-55-1-081-094.

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Chien, Chin Wen. "Investigating Taiwanese EFL digital natives' TPCK in teaching English to digital immigrants." International Journal of Technology Enhanced Learning 8, no. 2 (2016): 151. http://dx.doi.org/10.1504/ijtel.2016.078082.

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Stockham, Melia K., and Mary Lind. "Digital Natives, Work Values, and Computer Self Efficacy." International Journal of Strategic Information Technology and Applications 9, no. 1 (January 2018): 1–22. http://dx.doi.org/10.4018/ijsita.2018010101.

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Generational differences in the workplace have been the subject of much discussion for the field of management. In many cases, the technology savvy of the youngest generation in the workplace, coined “digital natives,” is the motivation behind organizational decision-making. However, little empirical evidence exists as to whether it is their comfort and confidence using technology that truly sets digital natives apart from their generational predecessors known as “digital immigrants.” Work values, those areas of importance that enhance satisfaction and engagement in the workplace, are rooted in the belief that there is a structure to basic human values. This study connects the theories of work values, generational differences, and computer self-efficacy to investigate if computer self-efficacy interacts with digital native status to influence differences in work values.

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Hoffmann, Christian Pieter, Christoph Lutz, and Miriam Meckel. "Digital Natives or Digital Immigrants? The Impact of User Characteristics on Online Trust." Journal of Management Information Systems 31, no. 3 (July 3, 2014): 138–71. http://dx.doi.org/10.1080/07421222.2014.995538.

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Ombogo, Tandy M., and Ben W. Namande. "Contemporary academic library users in Kenya: their needs and preferences in access and use of information resources." Global Knowledge, Memory and Communication 70, no. 4/5 (February 26, 2021): 399–417. http://dx.doi.org/10.1108/gkmc-01-2020-0008.

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Purpose The purpose of this study is to assess the influence of generations on information behavior and needs to access and use of library resources and how well academic libraries in Kenya are simultaneously serving both generations. From literature reviewed, a study on the Kenyan scenario on generational behavior and needs was not identified and this study sought to fill that gap. Design/methodology/approach Data collected were done through mixed-methods research using observation, structured interviews and questionnaires. The sample included 143 students and faculty within different generations, and three library staffs at The United States International University-Africa’s Library. Quantitative data were analyzed through SPSS and Excel, while qualitative data were analyzed according to the theme of this study. Likert-scale responses were used to measure information behavior of users’ needs and preferences. Findings Findings showed that the library is serving two distinct generations with different needs: out of a mean score of 5.00 of sample surveyed; digital immigrants need information resources mainly for research at an aggregate 3.93 while digital natives need information resources mainly for examinations at an aggregate 4.01. Both generations need to use technology to access and use information resources at 94% of digital immigrants and an aggregate 81.5% of digital natives surveyed. The library is training both user groups accordingly. This answered the research problem this study sought to assess. Research limitations/implications The generation of users was known only after administering the questionnaires. Consequently, the researcher targeted them using the status of respondents, faculty or student, to maximize sampling for each generation. Undergraduate and master’s students were used to target digital natives, while the faculty was used to target digital immigrants. PhD students were used to target both digital immigrants and digital natives. This study was done only in one location, USIU-Africa’s Library. Originality/value This study assessed how different generations within academic libraries in Kenya could be guided to effectively and efficiently adapt to global changes. This study assessed generational influence on needs and preferences in access and use of information resources, and assessed how academic libraries are concurrently and successfully serving variant user needs in Kenya,

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Karabulut, Burak. "IN THE ERA OF INFORMATION SOCIETY DIGITAL NATIVES, IMMIGRANTS AND HYBRIDS." Pamukkale University Journal of Social Sciences Institute 2015, no. 21 (2015): 11–23. http://dx.doi.org/10.5505/pausbed.2015.65002.

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Rasalingam, Rasslene Rass, Balakrishnan Muniandy, and Rasslenda-Rass Rasalingam. "The Acceptance and Use of Online Shopping by the Digital Natives and Digital Immigrants." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 5 (2014): 04–15. http://dx.doi.org/10.9790/7388-04550415.

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Jandura, Olaf, and Veronika Karnowski. "Digital Natives vs. Digital Immigrants – fruchtbares empirisches Konzept für die Kommunikationswissenschaft oder populärwissenschaftliche Fiktion?" Publizistik 60, no. 1 (January 29, 2015): 63–79. http://dx.doi.org/10.1007/s11616-014-0221-5.

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Guo, Ruth Xiaoqing, Teresa Dobson, and Stephen Petrina. "Digital Natives, Digital Immigrants: An Analysis of Age and Ict Competency in Teacher Education." Journal of Educational Computing Research 38, no. 3 (April 2008): 235–54. http://dx.doi.org/10.2190/ec.38.3.a.

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Gabriel, Marcelo, Dirceu Da Silva, and Sérgio Luiz Do Amaral Moretti. "O Mito da Geração Y: Evidências A Partir das Relações de Causalidade entre Idade, Difusão e Adoção de Tecnologia de Estudantes Universitários do Estado de São Paulo." Future Studies Research Journal: Trends and Strategies 6, no. 1 (June 30, 2014): 32–52. http://dx.doi.org/10.24023/futurejournal/2175-5825/2014.v6i1.158.

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The objective of this research was to assess whether college students, classified as Digital Natives and Digital Immigrants, show different behavioral styles and adoption profiles in relation to technology. To do so three measurement scales (Technological Origin - OTE, Adoption Profile - PAD and Innovator Behavioral Style - ECI) were used and to identify the causal relationships among concepts, attitudes and processes of technology adoption among students. The data analysis choice was based on structural equation model (SEM) variance based approach or partial least squares (PLS-SEM) using the SmartPLS 2.0 software. The general model was tested, comprised by the constructs of the three scales and then a variable which characterizes the respondent’s generation was introduced as moderator. As a result it is possible to state that for the concepts of Digital Native and Digital Immigrant are lacking empirical foundations, simply serving as a rhetorical figure, of easy acceptance and assimilation, but unable to substantiate the existence of a phenomenon or generations effect on the process of diffusion and technology adoption, unlike what is commonly proposed in the literature.

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Kesharwani, Ankit. "Do (how) digital natives adopt a new technology differently than digital immigrants? A longitudinal study." Information & Management 57, no. 2 (March 2020): 103170. http://dx.doi.org/10.1016/j.im.2019.103170.

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Ahn, Juyeon, and Yoonhyuk Jung. "The common sense of dependence on smartphone: A comparison between digital natives and digital immigrants." New Media & Society 18, no. 7 (October 15, 2014): 1236–56. http://dx.doi.org/10.1177/1461444814554902.

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Bittman, Michael, Leonie Rutherford, Jude Brown, and Lens Unsworth. "Digital Natives? New and Old Media and Children's Outcomes." Australian Journal of Education 55, no. 2 (November 2011): 161–75. http://dx.doi.org/10.1177/000494411105500206.

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The current generation of young children has been described as ‘digital natives’, having been born into a ubiquitous digital media environment. They are envisaged as educationally independent of the guided interaction provided by ‘digital immigrants’: parents and teachers. This article uses data from the Longitudinal Study of Australian Children (LSAC) to study the development of vocabulary and traditional literacy in children aged from 0 to 8 years; their access to digital devices; parental mediation practices; children's use of digital devices as recorded in time-diaries; and, finally, the association between patterns of media use and family contexts on children's learning. The analysis shows the importance of the parental context in framing media use for acquiring vocabulary, and suggests that computer (but not games) use is associated with more developed language skills. Independently of these factors, raw exposure to television is not harmful to learning.

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Pozzali, Andrea, and Paolo Ferri. "The Media Diet of University Students in Italy." International Journal of Digital Literacy and Digital Competence 1, no. 2 (April 2010): 1–10. http://dx.doi.org/10.4018/jdldc.2010040101.

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Developments in information and communication technologies have raised the issue of the intergenerational digital divide that can take place between “digital natives” and “digital immigrants”. Despite emphatic claims concerning how educational systems must take into account the specific characteristics of “digital natives”, sound empirical research on these topics is lacking, especially for Europe. This paper presents the results of research performed during the course of 2008, studying how university students in Italy use digital technologies. The research is based on a survey of 1086 undergraduate students at the University of Milan-Bicocca, complemented by focus groups and in-depth interviews. The results of our research show that, even if university students are familiar with digital technologies, the general possession of high level skills in accessing and using the Internet should not be taken for granted.

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Bielinis, Lidia, Cezary Kurkowski, and Monika Maciejewska. "„Tubylec tubylcowi nierówny”. Przyszli nauczyciele o uczeniu się w epoce cyfrowej." Problemy Wczesnej Edukacji 41, no. 2 (June 30, 2018): 117–25. http://dx.doi.org/10.26881/pwe.2018.41.12.

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In the study we present results of two research projects conducted simultaneously at the Faculty of Social Sciences, UWM in Olsztyn referring to the place digital technologies have in the learning processes in the opinions of Early Education students. The results show that the group of surveyed students might be situated on the borderline of digital natives and digital immigrants’ worlds. The conducted survey demonstrated limited trust to digital sources of knowledge amongst students and discrepancy between their personal experiences with using new technology, on a daily basis, and traditional ways of learning proposed by the University. The analysis of the case study indicated that for preparing future teachers to work with children (digital natives), it is important to organize a learning environment in which both worlds – digital and analogue – are connected.

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Ferri, Paolo. "Digital and Inter-Generational Divide." International Journal of Digital Literacy and Digital Competence 1, no. 1 (January 2010): 1–23. http://dx.doi.org/10.4018/jdldc.2010101901.

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Digital divide can be considered a macro economical index representing the social differences and the separation between the North and the South of the world. Since the first definition of digital divide, it has been shown that it is also a great and unrecognized problem in the developed countries, especially in the field of education. “Digital disconnection” is a key problem for School and University as institutions. In this article, the above questions are widely analyzed with a special attention on the spreading gap between digital natives (i.e., young students), and digital immigrants (i.e., parents, teachers and policymakers in the school).

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Haluza, Daniela, Marlene Naszay, Andreas Stockinger, and David Jungwirth. "Digital Natives Versus Digital Immigrants: Influence of Online Health Information Seeking on the Doctor–Patient Relationship." Health Communication 32, no. 11 (October 6, 2016): 1342–49. http://dx.doi.org/10.1080/10410236.2016.1220044.

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Li, Yi, Qiu Wang, and Jing Lei. "Exploring Technology Professional Development Needs of Digital Immigrant Teachers and Digital Native Teachers in China." International Journal of Information and Communication Technology Education 16, no. 3 (July 2020): 15–29. http://dx.doi.org/10.4018/ijicte.2020070102.

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This study examined if professional development needs of digital natives and immigrant teachers differed for technology integration in a Chinese education setting. Quantitative and qualitative data was collected from 500 teachers at six schools in China. The digital native teachers and 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 effective integration of technology in their teaching. The digital immigrant teachers needed more basic technology operations training 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.

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Suciska, Wulan, and Wulan Suciska. "Pola Konsumsi Berita pada Kelompok Khalayak Digital di Kota Bandar Lampung." Jurnal ILMU KOMUNIKASI 17, no. 2 (December 11, 2020): 249. http://dx.doi.org/10.24002/jik.v17i2.2484.

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Tulisan ini bertujuan untuk mengetahui pola konsumsi berita di Bandar Lampung sekaligus melihat jenis media massa serta berita yang dipercaya dan paling banyak dikonsumsi oleh masyarakat. Penelitian ini adalah penelitian deskriptif kuantitatif menggunakan metode survei. Indikator penelitian berupa akses dan terpaan media serta motif keaktifan khalayak. Hasil penelitian menunjukkan bahwa para digital natives dan digital immigrants memiliki ketertarikan dan pola konsumsi tinggi terhadap berita karena kemampuan mereka dalam menggunakan teknologi digital dan internet. Hal ini berbeda dengan digital settlers yang tingkat ketertarikan dan pola konsumsi beritanya rendah.

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Shih, Po-Hong, Keng-Chieh Yang, and Chyan Yang. "The link between state-of-mind and individuals’ willingness to adopt and continue using smartphones." Kybernetes 47, no. 3 (March 5, 2018): 539–58. http://dx.doi.org/10.1108/k-12-2016-0354.

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Purpose Although numerous studies have examined factors that influence smartphone acceptance and use, few have analyzed cognitive age. This study aims to use the unified theory of acceptance and use of technology (UTAUT) to test two models to analyze the moderating effect of cognitive age. This research offers relevant suggestions among different cognitive age groups. Design/methodology/approach A questionnaire survey was conducted to collect research data in Taiwan and the UTAUT model was used. Model 1 ensures all four antecedent constructs among digital natives (those under 34 years old). Model 2 divides the digital immigrants into two groups to test the influence of cognitive age on the behaviors of smartphone use. This study tests Model 1 using AMOS 20 to examine the measurement and structural model and validates Model 2 using partial least squares (PLSs). Findings In Model 1, the digital natives have sufficient confidence to accept a new technology with ease and little effort owing to most educational resources and the widespread internet. Group 1 in Model 2 reveals that the behavior of digital immigrants is similar to that of digital natives. For Group 2 in Model 2, they tend to infer that skills or tasks they associate with having higher value are more difficult to learn. Originality/value This study provides another dimensional result for different cognitive age groups and it has to consider not only chronological age but also cognitive age in user behavior. The result can enrich the theoretical perspective on technology adoption and use behavior via cognitive age, which is a significant and important self-related factor that can help predict technology adoption and use behavior.

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Santa Maria, Ramona R. "Technology Shifts Equate with New Challenges: Digital Immigrants, Digital Natives, and Classroom Technology Use in Urban Schools." International Journal of Technology, Knowledge, and Society 5, no. 6 (2009): 83–94. http://dx.doi.org/10.18848/1832-3669/cgp/v05i06/59492.

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Słomska-Przech, Katarzyna, and Izabela Małgorzata Gołębiowska. "Falling into a digital world: how are paper and interactive maps used by digital natives and immigrants?" Geografie 125, no. 4 (2020): 447–72. http://dx.doi.org/10.37040/geografie2020125040447.

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Interactive maps are increasingly popular and have spread into everyday life. However, the pace of implementation of interactive maps may differ within different age groups. In order to adjust maps to user expectations and preferences, it is necessary to study disparities in attitude towards different types of maps in groups of various users. The aims of the study are to find out if the approach to maps of different media varies among age groups, and whether the frequency of use of interactive maps and their functions decreases with the age of users. A survey focusing on habits and preferences towards digital and paper maps was conducted among 80 users aged 20–72. Results suggest that the polarization of answers is lower than suggested by the Prensky theory of digital immigrants and natives: people of all ages who were tested have a lot in common in terms of interactive map use. Nonetheless, the youngest group has a strong preference for interactive maps.

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Rodríguez, Felipe, Sergio F. Ochoa, and Francisco J. Gutierrez. "Seamlessly Mediation of Social Interaction Services Respecting Communication Preferences." Proceedings 2, no. 19 (October 18, 2018): 1249. http://dx.doi.org/10.3390/proceedings2191249.

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The diversification and evolution of social media tools conveys users to adopt new systems and use new features of existing ones. Although this dynamism is suitably addressed by digital natives, it usually limits the technology adoption capability of digital immigrants, e.g., older adults, who react more slowly and with less confidence to the introduction of new computing systems. In order to support digital immigrants to deal with such a challenge, this paper proposes a ubiquitous system that mediates the communication supported by client applications and regular social interaction media such as, Gmail, WhatsApp, and Telegram. The system, named Social Message Translator, translates social media messages in both directions and self-adapts the process according to the behavior of end-users. Thus, it deals with the digital diversification of the former and also with the changes in the social media preferences of end-users. Consequently, digital immigrants are able to perceive as useful the supporting technology for longer time spans. The correctness of the message translation system was evaluated using a laboratory case study. The obtained results were highly positive, opening several opportunities to use this translator in several social interaction scenarios.

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Te’eni, Dov. "Digital natives and immigrant editors, and special issues." European Journal of Information Systems 26, no. 3 (May 2017): 237–39. http://dx.doi.org/10.1057/s41303-017-0050-5.

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Metallo, Concetta, and Rocco Agrifoglio. "The effects of generational differences on use continuance of Twitter: an investigation of digital natives and digital immigrants." Behaviour & Information Technology 34, no. 9 (June 2, 2015): 869–81. http://dx.doi.org/10.1080/0144929x.2015.1046928.

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Anzak, Sohima, Aneela Sultana, and Ambreen Fatima. "IMPACT OF DIGITAL TECHNOLOGY ON HEALTH AND SOCIAL WELL-BEING OF DIGITAL NATIVES." Humanities & Social Sciences Reviews 9, no. 3 (May 26, 2021): 531–39. http://dx.doi.org/10.18510/hssr.2021.9354.

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Purpose of the study: The purpose of this research article is to explore how engagement with digital tools affects the health and social well-being of digital natives. The study aims to look into the facts that how youth are getting benefits from this digitalization and how it is also increasing their exposure to the associated health risks. Methodology: The qualitative research is conducted in three selected universities of Islamabad. Through a closed-ended questionnaire, demographic data about the activities of the youth on digital technology was collected. In-depth interviews, focus group discussions and participant observation were the core techniques used in the research. Main Findings: Digital natives have improved awareness about health issues and actively educating the digital immigrants to access knowledge about treatments on various health issues at the local and global levels. The research shows that digital youth do realize that these technologies are leaving some bad effects on their health and well-being yet have not been able to get rid of them because their daily life activities are dependent on these tools. Applications of this study: The study will be of great significance for the policymakers, who are handling the rising health issues due to digitalization impact in the society. It will be an addition to the knowledge in the disciplines of Public health, Anthropology, and Psychology besides the medical sector. Data will be used to address the health issues in the coming days by the medical professionals and social scientists. Novelty/Originality of this study: This study has generated the information about the impact of digitalization on youth’s health by using the emic approach. Digital technology has taken up the role of socialization agent for the digital natives. So it is very important to listen to the youth's voices rather than assuming what is best for them. This study is novel in the sense that it is reflecting youth and how they perceive the digital technology as a beneficial tool and how it risks their life in many ways.

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Journal articles on the topic 'Digital natives and immigrants'

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