- Copyright Page
- List of Contributors
- Volume Introduction
- Cyberpsychology Research Methods
- The Online Self
- Impression Management and Self-Presentation Online
- Personality and Internet Use: The Case of Introversion and Extroversion
- Adolescent and Emerging Adult Perception and Participation in Problematic and Risky Online Behavior
- The Myth of the Digital Native and What It Means for Higher Education
- Technology Interference in Couple and Family Relationships
- Older Adults and Digital Technologies
- Textese: Language in the Online World
- Cultural Considerations on Online Interactions
- Online Romantic Relationships
- The Social Consequences of Online Interaction
- Online Support Communities
- Digital Inclusion for People with an Intellectual Disability
- The Psychology of Online Lurking
- Conceptualizing Online Groups as Multidimensional Networks
- Uses and Gratifications of Social Media: Who Uses It and Why?
- Image Sharing on Social Networking Sites: Who, What, Why, and So What?
- Social Media and Cyberactivism
- Socially Connecting Through Blogs and Vlogs: A Social Connections Approach to Blogging and Vlogging Motivation
- Positive Aspects of Social Media
- Managing Your Health Online: Issues in the Selection, Curation, and Sharing of Digital Health Information
- A Psychological Overview of Gaming Disorder
- Mourning and Memorialization on Social Media
- The Therapeutic and Health Benefits of Playing Video Games
- Video Games and Behavior Change
- Game Transfer Phenomena: Origin, Development, and Contributions to the Video Game Research Field
- Psychosocial Effects of Gaming
- Enacting Immorality Within Gamespace: Where Should We Draw the Line, and Why?
- Gaming Classifications and Player Demographics
- The Rise of Cybercrime
- Policing Cybercrime through Law Enforcement and Industry Mechanisms
- Cybercrime and You: How Criminals Attack and the Human Factors That They Seek to Exploit
- The Group Element of Cybercrime: Types, Dynamics, and Criminal Operations
Abstract and Keywords
The term “digital native” entered popular and academic discourse in the early 1990s to characterize young people who, having grown up surrounded by digital technology, were said to be highly technologically skilled. The premise was mobilized to criticize education for not meeting the needs of young people, thereby needing radical transformation. Despite being repeatedly discredited by empirical research and scholarly argument, the idea of the digital native has been remarkably persistent. This chapter explores the myth of the digital native and its implications for higher education. It suggests that the myth’s persistence signals a need to better understand the role of technology in young people’s lives. The chapter conceptualizes technology “practices,” considers how young adults experience technology in their college and university education, and how their practices are shaped by childhood and adolescence. The chapter closes with some propositions for educators, institutions, and researchers.
Dr. Linda Corrin, Williams Centre for Learning Advancement, Faculty of Business and Economics, University of Melbourne
Dr. Tiffani Apps, School of Education, Faculty of Social Sciences, University of Wollongong
Dr. Karley Beckman, School of Education, Faculty of Social Sciences, University of Wollongong
Professor Sue Bennett, School of Education, Faculty of Social Sciences, University of Wollongong
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