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Digital immigrants, digital natives and digital learners: Where are we now?

Year 2022, Volume 10, Issue 2, 159 - 172, 30.06.2022
https://doi.org/10.17478/jegys.1090172

Abstract

Students’ competencies in clinical practice is vital in health sciences. Clinical simulation is one approach used to support students’ learning in clinical practice. There is a lack of research on clinical simulation in acupuncture programmes in the African context. This paper explored the experiences of students’ views towards clinical simulation in the acupuncture programme to strengthen clinical teaching using the Technological Pedagogical Content Knowledge Framework as a theoretical lens. A qualitative research approach with an interpretivist paradigm was adopted. A single case study design was selected. Six undergraduate students voluntarily agreed to participate. The data were analysed inductively using the thematic analysis approach. Findings revealed that students were optimistic about clinical simulation because it assisted them in their practice. The findings highlighted students’ views regarding the lack of knowledge and skills among instructors and poor infrastructure. The study also found that students gained more confidence in the clinical simulation since they were aware that the patients are not harmed. It is recommended that clinical simulation should be included and standardised in the acupuncture curriculum. To improve clinical simulation, the authors recommended that clinical simulations should be carefully planned and coordinated; training facilities needed upgrading to accommodate Covid-19 regulations and a detailed handbook on clinical simulation should be developed to standardise the simulation process.

References

  • Aboud, Y. (2021). Challenges to gifted education in the Covid-19 pandemic about online learning in Saudi Arabia from the perspective of gifted students and parents. Journal of Gifted Education and Creativity, 8(1), 11-21. ALSC: Association for Library Service for Children: A Division of the American Library Association. (1999/2004). Retrieved from https://www.ala.org/alsc/publications-resources/professional-tools#digital%20media
  • Alsoud, A.R., & Harasis, A.A. (2021). The Impact of COVID-19 Pandemic on Student’s E-Learning Experience in Jordan. Journal of Theoretical and Applied Electronic Commerce Research, 16, 1404-1414. Doi: 10.3390/jtaer16050079
  • Amend, E.R., Koehler, J., Peters, M.P., Joerg, M., Nilles, K. (2020). Supporting your gifted child during COVID-19. Washington. Retrieved from https://www.nagc.org/sites/default/files/Publication%20PHP/NAGC_TIP-Sheet_COVID-19_With%20Strategies%20by%20Development%20Level_April%202020.pdf
  • Assouline, S.G., Lupkowski-Shoplik, A., & Colangelo, N. (2018). Acceleration and the talent search model: Transforming the school culture. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (pp. 333–346). American Psychological Association. Doi:
  • Bandler, K. (September 7, 2020). How Can Israel Boost Haredi Higher Education? Retrieved from https://www.ajc.org/news/how-can-israel-boost-haredi-higher-education
  • Baratz, T. (n.d.). Why do school students close [their zoom] camera? Retrieved from HTTPS://WWW.TOMERBARATZ.CO.IL
  • Ben-David, D. (2021). The Shoresh Handbook 2021: A Snapshot of Israel’s Education System Jerusalem: SHORESH Institution for Socioeconomic Research. Retrieved from https://shoresh.institute/archive.php?src=jpmh&f=ShoreshHandbook2021-Educ-Eng.pdf
  • Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.
  • Bullen, M., & Morgan, T. (2011). Digital learners not digital natives. La Cuestión Universitaria, 7, 60-68.
  • 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.
  • Cahaner, L., & Malach, G. (2019). The yearbook of the Ultra-Orthodox society in Israel (in Hebrew). Jerusalem: The Israeli Institute of democracy. Retrieved from https://www.idi.org.il/media/13727/the-yearbook-of-ultra-orthodox-society-in-israel-2019.pdf
  • Cohen, T., & Scheer, S. (April 21, 2020). Israel's ultra-Orthodox Jews take to internet in coronavirus lockdown. Retrieved from https://www.reuters.com/article/us-health-coronavirus-israel-ultraorthod-idUSKCN225265
  • Creighton, T.B. (2018). Digital natives, digital immigrants, digital learners – An international empirical integrative review of the literature. ICPEL Education Leadership Review, 19(1), 132-140.
  • Czerniewicz, L., & Brown, C. (2012). The habitus of digital "strangers" in higher education. British Journal of technology, 44(1), 44-53. Doi: 10.1111/j.1467-8535.2012.01281.x
  • Dattel, L. (19/9/20). Zoom is not enough: This is how to teach online (in Hebrew). Retrieved from https://www.themarker.com/news/education/MAGAZINE-1.9164137
  • David, H. (2008). Much ado about nothing: On the achievements of Israeli students in the mathematics TIMSS-2003 examinations. Gifted Education International, 24(1), 107-115.
  • David, H. (2014). Israel’s Achievements in Mathematics in the Last International Examinations: Part I: The TIMSS 2011. Journal of the Education of the Young Scientist and Giftedness, 2(1), 11-17.
  • David, H. (2015). The PISA Results in mathematics and science: A comparison between Israel and Turkey. Journal for the Education Gifted Young Scientists 3(1), 22-28.
  • David, H. (2020). A critical overview at Israel's PISA 2018 results. Journal for the Education of Young Scientists, 8(4), 1645-1663.
  • Frenkel, B. (29/8/2020). Young people are surging to the universities: There are no jobs, let's go to school [instead]. Retrieved from https://www.ynet.co.il/economy/article/H1N6dBB7v
  • Gallardo-Echenique, E.E., Marqués-Molas, L., Bullen, M., & Strijbos, J.S. (2015). Let’s talk about digital learners in the digital era. The International Review of Research in Open and Distributed Learning. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2196/3387
  • Gershy, N. (2021). Not getting off the screen: Emotional, social and academic influences of enhanced screen use during the covid-19 pandemic era (in Hebrew). Jerusalem: The Hebrew university. Retrieved from https://meyda.education.gov.il/files/LishcatMadaan/ComputerJuly2021.pdf
  • Goldshmidt, R. (August 12, 2019). Consequences of massive use of digital media instruments ("screens") (in Hebrew). Jerusalem: The Knesset [Israeli Parliament], Information and Research Center. Retrieved from https://fs.knesset.gov.il/globaldocs/MMM/8534eae4-8b11-e911-80e1-00155d0a98a9/2_8534eae4-8b11-e911-80e1-00155d0a98a9_11_13507.pdf
  • Goodson, I., Knobel, M., Lankshear, C. & Mangan, M. (2002). Cyber spaces/social spaces: Culture clash in computerized classrooms. New York: Palgrave Press.
  • Hawthorne, S. (2020). Impact of internet connection on gifted students' perceptions of course quality at an online high school. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Technology, Boise State University.
  • Hyseni Duraku, Z., & Hoxha, N. (22in press). The impact of COVID-19, school closure, and social isolation on gifted students’ wellbeing and attitudes toward remote (online) learning.
  • Jaffe-Hoffman, M. (August 21, 2021). Israel's education system is a ticking time bomb. Retrieved from https://www.jpost.com/israel-news/israels-education-system-is-a-ticking-time-bomb-677966
  • Kanevsky, L. & Keighley, T. (2004). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26(1), 20-28.
  • Klein, Z. (4/4/21). As a result of the covid-19 [pandemic]: A sharp increase in the number of high school students enrolled in higher education institutes. Retrieved from https://www.makorrishon.co.il/news/332797
  • Lankshear, C., & Bigum, C. (1999). Literacies and new technologies in school settings. Pedagogy, Culture and Society, 7(3), 445-465.
  • OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris. Doi: 10.1787/9789264266490-en
  • OECD (2019), PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b25efab8-en.
  • OECD (2021). 21st-Century Readers: Developing Literacy Skills in a Digital World, PISA, OECD Publishing, Paris, https://doi.org/10.1787/a83d84cb-en
  • Olszewski-Kubilius, P., Corwith, S. (2010). Distance education: Where it started and where it stands for gifted children and their educators. Gifted Child Today, 34(3), 16-65.
  • Palfrey, J.G., & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. New York: Basic Books.
  • Pangrazio, L. (2016). Reconceptualising critical digital literacy. Discourse: Studies in the Cultural Politics of Education, 37(2), 163-174. Doi: 10.1080/01596306.2014.942836
  • Pangrazio, L., Godhe, A.L., & Ledesma, A.G.L. (2020). What is digital literacy? A comparative review of publications across three language contexts. E-learning and Digital Media 17(6), 442-459. Doi: 10.1177/2042753020946291
  • Paulich, K.N., Ross, J.M., Lessem, J.M., & Hewitt, J.K. (2021). Screen time and early adolescent mental health, academic, and social outcomes in 9- and 10- year old children: Utilizing the Adolescent Brain Cognitive Development ℠ (ABCD) Study. PLoS One, 16(9): e0256591. Doi: 10.1371/journal.pone.0256591.
  • Pinchas, M. (14/12/20). The ministry of Education did not approve but in the Bialik-Ort school open video is compulsory during zoom classes. Retrieved from https://krayot.mynet.co.il/local_news/article/Hy47wi7vv
  • Potts, J.A. (2019). Profoundly gifted students’ perceptions of virtual classrooms. Gifted Child Quarterly, 63(1), 58-80.
  • Prensky, M. (October 2001a). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Doi: 10.1108/10748120110424816
  • Prensky, M. (November-December 2001b). Digital natives, digital immigrants, Part II – Do they really think differently? On the Horizon, 9(6), 1-6.
  • Rabinovitz, M. (July 27, 2020). The availability of digital devices and Internet connections for distance learning among school-age children – Abstract. The Knesset – Israeli parliament, research and information center. Retrieved from https://m.knesset.gov.il/EN/activity/mmm/TheAvailabilityofDigitalDevices.pdf
  • Rakhmawati, D.E.N., & Kusuma, A.W. (2015). Digital native: A study on the first-year student. LiNGUA, 10(2), 82-89.
  • Rapetti, E., & Cantoni, L. (2010a). “Digital natives” and learning with the ICTs: The “GenY @ work” work in Ticino, Switzerland.” Journal of E-Learning and Knowledge Society, 6(1), 39-49.
  • Ravaglia, R., Suppes, P., Stillinger, C., Alper, T. M. (1995). Computer-based mathematics and physics for gifted students. Gifted Child Quarterly, 39(1), 7-13. Doi: https://doi.org/10.1177/001698629503900102
  • Rodley, C. (2005). Meeting the demands of the Net Gen. UniNews, The University of Sydney, 28 October, 2005. Retrieved from http://www.usyd.edu.au/news/84.html?newsstoryid=744
  • Rosenberg, H., Sabag Ben-Porat, H., & Bilig, M. (2021). E-learning in the Ultra-Orthodox sector during corona-time: Strategies, attitudes, and efficiency. Retrieved from https://meyda.education.gov.il/files/LishcatMadaan/ultraOrthodoxLearning.pdf
  • Rowan, L., Knobel, M., Lankshear, C., Bigum, C., & Doneman, M. (2000). Confronting disadvantage in literacy education: New technologies, classroom pedagogy and networks of practice. Rockhampton: Central Queensland University.
  • Seglem, R.L. (2009). It's like having a library, and you don't get to go. Educators negotiating boundaries when working with new literacies. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, University of Kansas.
  • Selwyn, N. (2009). The digital native: Myth or reality. Aslib Procedings: New Information Perspectives, 61 (4), 364-379. Doi: 10.1108/00012530910973776
  • Senor, D., & Singer, S. (2011). Start-up nation: The story of Israel's economic miracle. New York: Twelve – Grand Central Publishing. Sheva, N. (5/7/21). Analysis of households' income and expenses earnings data reported in deciles (in Hebrew). The Knesset – Israeli Parliament, Research and Information Center. Retrieved from https://fs.knesset.gov.il/globaldocs/MMM/e8316a79-c6ac-eb11-8124-00155d0af32a/2_e8316a79-c6ac-eb11-8124-00155d0af32a_11_18101.pdf
  • Support for gifted learners at home during covid-19 (2021). Colorado department of Education. Retrieved from https://www.cde.state.co.us/gt/gt/ge_covid
  • Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill.
  • Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. New York: McGraw-Hill.
  • Thomson, D.L. (2010). Beyond the classroom walls: Teachers’ and students’ perspectives on how online learning can meet the needs of gifted students. Journal of Advanced Academics, 21(4), 662-712.
  • Trabelsi Hadad, T. (13/4/2020). The large universities will accept student without the psychometric test. Retrieved from https://www.ynet.co.il/articles/0,7340,L-5713770,00.html
  • Tunbridge, N. (1995). The cyberspace cowboy. Australian Personal Computer, December, 2-4.
  • Wallace, P. (2005). Distance education for gifted students: Leveraging technology to expand academic options. High Ability Studies, 16(1), 77-86.
  • Wallace, P. (2009) Distance learning of gifted students: Outcomes for elementary, middle, and high school-aged students. Journal for the Education of the Gifted, 32(3), 295-320.
  • Yerman, J. (May 22, 2019). A startup nation: Why Israel has become the new Silicon Valley. Retrieved from https://apex.aero/articles/startup-nation-israel-become-silicon-valley

Year 2022, Volume 10, Issue 2, 159 - 172, 30.06.2022
https://doi.org/10.17478/jegys.1090172

Abstract

References

  • Aboud, Y. (2021). Challenges to gifted education in the Covid-19 pandemic about online learning in Saudi Arabia from the perspective of gifted students and parents. Journal of Gifted Education and Creativity, 8(1), 11-21. ALSC: Association for Library Service for Children: A Division of the American Library Association. (1999/2004). Retrieved from https://www.ala.org/alsc/publications-resources/professional-tools#digital%20media
  • Alsoud, A.R., & Harasis, A.A. (2021). The Impact of COVID-19 Pandemic on Student’s E-Learning Experience in Jordan. Journal of Theoretical and Applied Electronic Commerce Research, 16, 1404-1414. Doi: 10.3390/jtaer16050079
  • Amend, E.R., Koehler, J., Peters, M.P., Joerg, M., Nilles, K. (2020). Supporting your gifted child during COVID-19. Washington. Retrieved from https://www.nagc.org/sites/default/files/Publication%20PHP/NAGC_TIP-Sheet_COVID-19_With%20Strategies%20by%20Development%20Level_April%202020.pdf
  • Assouline, S.G., Lupkowski-Shoplik, A., & Colangelo, N. (2018). Acceleration and the talent search model: Transforming the school culture. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (pp. 333–346). American Psychological Association. Doi:
  • Bandler, K. (September 7, 2020). How Can Israel Boost Haredi Higher Education? Retrieved from https://www.ajc.org/news/how-can-israel-boost-haredi-higher-education
  • Baratz, T. (n.d.). Why do school students close [their zoom] camera? Retrieved from HTTPS://WWW.TOMERBARATZ.CO.IL
  • Ben-David, D. (2021). The Shoresh Handbook 2021: A Snapshot of Israel’s Education System Jerusalem: SHORESH Institution for Socioeconomic Research. Retrieved from https://shoresh.institute/archive.php?src=jpmh&f=ShoreshHandbook2021-Educ-Eng.pdf
  • Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.
  • Bullen, M., & Morgan, T. (2011). Digital learners not digital natives. La Cuestión Universitaria, 7, 60-68.
  • 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.
  • Cahaner, L., & Malach, G. (2019). The yearbook of the Ultra-Orthodox society in Israel (in Hebrew). Jerusalem: The Israeli Institute of democracy. Retrieved from https://www.idi.org.il/media/13727/the-yearbook-of-ultra-orthodox-society-in-israel-2019.pdf
  • Cohen, T., & Scheer, S. (April 21, 2020). Israel's ultra-Orthodox Jews take to internet in coronavirus lockdown. Retrieved from https://www.reuters.com/article/us-health-coronavirus-israel-ultraorthod-idUSKCN225265
  • Creighton, T.B. (2018). Digital natives, digital immigrants, digital learners – An international empirical integrative review of the literature. ICPEL Education Leadership Review, 19(1), 132-140.
  • Czerniewicz, L., & Brown, C. (2012). The habitus of digital "strangers" in higher education. British Journal of technology, 44(1), 44-53. Doi: 10.1111/j.1467-8535.2012.01281.x
  • Dattel, L. (19/9/20). Zoom is not enough: This is how to teach online (in Hebrew). Retrieved from https://www.themarker.com/news/education/MAGAZINE-1.9164137
  • David, H. (2008). Much ado about nothing: On the achievements of Israeli students in the mathematics TIMSS-2003 examinations. Gifted Education International, 24(1), 107-115.
  • David, H. (2014). Israel’s Achievements in Mathematics in the Last International Examinations: Part I: The TIMSS 2011. Journal of the Education of the Young Scientist and Giftedness, 2(1), 11-17.
  • David, H. (2015). The PISA Results in mathematics and science: A comparison between Israel and Turkey. Journal for the Education Gifted Young Scientists 3(1), 22-28.
  • David, H. (2020). A critical overview at Israel's PISA 2018 results. Journal for the Education of Young Scientists, 8(4), 1645-1663.
  • Frenkel, B. (29/8/2020). Young people are surging to the universities: There are no jobs, let's go to school [instead]. Retrieved from https://www.ynet.co.il/economy/article/H1N6dBB7v
  • Gallardo-Echenique, E.E., Marqués-Molas, L., Bullen, M., & Strijbos, J.S. (2015). Let’s talk about digital learners in the digital era. The International Review of Research in Open and Distributed Learning. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2196/3387
  • Gershy, N. (2021). Not getting off the screen: Emotional, social and academic influences of enhanced screen use during the covid-19 pandemic era (in Hebrew). Jerusalem: The Hebrew university. Retrieved from https://meyda.education.gov.il/files/LishcatMadaan/ComputerJuly2021.pdf
  • Goldshmidt, R. (August 12, 2019). Consequences of massive use of digital media instruments ("screens") (in Hebrew). Jerusalem: The Knesset [Israeli Parliament], Information and Research Center. Retrieved from https://fs.knesset.gov.il/globaldocs/MMM/8534eae4-8b11-e911-80e1-00155d0a98a9/2_8534eae4-8b11-e911-80e1-00155d0a98a9_11_13507.pdf
  • Goodson, I., Knobel, M., Lankshear, C. & Mangan, M. (2002). Cyber spaces/social spaces: Culture clash in computerized classrooms. New York: Palgrave Press.
  • Hawthorne, S. (2020). Impact of internet connection on gifted students' perceptions of course quality at an online high school. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Technology, Boise State University.
  • Hyseni Duraku, Z., & Hoxha, N. (22in press). The impact of COVID-19, school closure, and social isolation on gifted students’ wellbeing and attitudes toward remote (online) learning.
  • Jaffe-Hoffman, M. (August 21, 2021). Israel's education system is a ticking time bomb. Retrieved from https://www.jpost.com/israel-news/israels-education-system-is-a-ticking-time-bomb-677966
  • Kanevsky, L. & Keighley, T. (2004). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26(1), 20-28.
  • Klein, Z. (4/4/21). As a result of the covid-19 [pandemic]: A sharp increase in the number of high school students enrolled in higher education institutes. Retrieved from https://www.makorrishon.co.il/news/332797
  • Lankshear, C., & Bigum, C. (1999). Literacies and new technologies in school settings. Pedagogy, Culture and Society, 7(3), 445-465.
  • OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris. Doi: 10.1787/9789264266490-en
  • OECD (2019), PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b25efab8-en.
  • OECD (2021). 21st-Century Readers: Developing Literacy Skills in a Digital World, PISA, OECD Publishing, Paris, https://doi.org/10.1787/a83d84cb-en
  • Olszewski-Kubilius, P., Corwith, S. (2010). Distance education: Where it started and where it stands for gifted children and their educators. Gifted Child Today, 34(3), 16-65.
  • Palfrey, J.G., & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. New York: Basic Books.
  • Pangrazio, L. (2016). Reconceptualising critical digital literacy. Discourse: Studies in the Cultural Politics of Education, 37(2), 163-174. Doi: 10.1080/01596306.2014.942836
  • Pangrazio, L., Godhe, A.L., & Ledesma, A.G.L. (2020). What is digital literacy? A comparative review of publications across three language contexts. E-learning and Digital Media 17(6), 442-459. Doi: 10.1177/2042753020946291
  • Paulich, K.N., Ross, J.M., Lessem, J.M., & Hewitt, J.K. (2021). Screen time and early adolescent mental health, academic, and social outcomes in 9- and 10- year old children: Utilizing the Adolescent Brain Cognitive Development ℠ (ABCD) Study. PLoS One, 16(9): e0256591. Doi: 10.1371/journal.pone.0256591.
  • Pinchas, M. (14/12/20). The ministry of Education did not approve but in the Bialik-Ort school open video is compulsory during zoom classes. Retrieved from https://krayot.mynet.co.il/local_news/article/Hy47wi7vv
  • Potts, J.A. (2019). Profoundly gifted students’ perceptions of virtual classrooms. Gifted Child Quarterly, 63(1), 58-80.
  • Prensky, M. (October 2001a). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Doi: 10.1108/10748120110424816
  • Prensky, M. (November-December 2001b). Digital natives, digital immigrants, Part II – Do they really think differently? On the Horizon, 9(6), 1-6.
  • Rabinovitz, M. (July 27, 2020). The availability of digital devices and Internet connections for distance learning among school-age children – Abstract. The Knesset – Israeli parliament, research and information center. Retrieved from https://m.knesset.gov.il/EN/activity/mmm/TheAvailabilityofDigitalDevices.pdf
  • Rakhmawati, D.E.N., & Kusuma, A.W. (2015). Digital native: A study on the first-year student. LiNGUA, 10(2), 82-89.
  • Rapetti, E., & Cantoni, L. (2010a). “Digital natives” and learning with the ICTs: The “GenY @ work” work in Ticino, Switzerland.” Journal of E-Learning and Knowledge Society, 6(1), 39-49.
  • Ravaglia, R., Suppes, P., Stillinger, C., Alper, T. M. (1995). Computer-based mathematics and physics for gifted students. Gifted Child Quarterly, 39(1), 7-13. Doi: https://doi.org/10.1177/001698629503900102
  • Rodley, C. (2005). Meeting the demands of the Net Gen. UniNews, The University of Sydney, 28 October, 2005. Retrieved from http://www.usyd.edu.au/news/84.html?newsstoryid=744
  • Rosenberg, H., Sabag Ben-Porat, H., & Bilig, M. (2021). E-learning in the Ultra-Orthodox sector during corona-time: Strategies, attitudes, and efficiency. Retrieved from https://meyda.education.gov.il/files/LishcatMadaan/ultraOrthodoxLearning.pdf
  • Rowan, L., Knobel, M., Lankshear, C., Bigum, C., & Doneman, M. (2000). Confronting disadvantage in literacy education: New technologies, classroom pedagogy and networks of practice. Rockhampton: Central Queensland University.
  • Seglem, R.L. (2009). It's like having a library, and you don't get to go. Educators negotiating boundaries when working with new literacies. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, University of Kansas.
  • Selwyn, N. (2009). The digital native: Myth or reality. Aslib Procedings: New Information Perspectives, 61 (4), 364-379. Doi: 10.1108/00012530910973776
  • Senor, D., & Singer, S. (2011). Start-up nation: The story of Israel's economic miracle. New York: Twelve – Grand Central Publishing. Sheva, N. (5/7/21). Analysis of households' income and expenses earnings data reported in deciles (in Hebrew). The Knesset – Israeli Parliament, Research and Information Center. Retrieved from https://fs.knesset.gov.il/globaldocs/MMM/e8316a79-c6ac-eb11-8124-00155d0af32a/2_e8316a79-c6ac-eb11-8124-00155d0af32a_11_18101.pdf
  • Support for gifted learners at home during covid-19 (2021). Colorado department of Education. Retrieved from https://www.cde.state.co.us/gt/gt/ge_covid
  • Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill.
  • Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. New York: McGraw-Hill.
  • Thomson, D.L. (2010). Beyond the classroom walls: Teachers’ and students’ perspectives on how online learning can meet the needs of gifted students. Journal of Advanced Academics, 21(4), 662-712.
  • Trabelsi Hadad, T. (13/4/2020). The large universities will accept student without the psychometric test. Retrieved from https://www.ynet.co.il/articles/0,7340,L-5713770,00.html
  • Tunbridge, N. (1995). The cyberspace cowboy. Australian Personal Computer, December, 2-4.
  • Wallace, P. (2005). Distance education for gifted students: Leveraging technology to expand academic options. High Ability Studies, 16(1), 77-86.
  • Wallace, P. (2009) Distance learning of gifted students: Outcomes for elementary, middle, and high school-aged students. Journal for the Education of the Gifted, 32(3), 295-320.
  • Yerman, J. (May 22, 2019). A startup nation: Why Israel has become the new Silicon Valley. Retrieved from https://apex.aero/articles/startup-nation-israel-become-silicon-valley

Details

Primary Language English
Subjects Education and Educational Research
Journal Section Guidance and Counseling
Authors

Hanna DAVİD (Primary Author)
Tel Aviv University
0000-0002-7917-3152
Israel

Publication Date June 30, 2022
Published in Issue Year 2022, Volume 10, Issue 2

Cite

Bibtex @review { jegys1090172, journal = {Journal for the Education of Gifted Young Scientists}, issn = {}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2022}, volume = {10}, pages = {159 - 172}, doi = {10.17478/jegys.1090172}, title = {Digital immigrants, digital natives and digital learners: Where are we now?}, key = {cite}, author = {David, Hanna} }
APA David, H. (2022). Digital immigrants, digital natives and digital learners: Where are we now? . Journal for the Education of Gifted Young Scientists , 10 (2) , 159-172 . DOI: 10.17478/jegys.1090172
MLA David, H. "Digital immigrants, digital natives and digital learners: Where are we now?" . Journal for the Education of Gifted Young Scientists 10 (2022 ): 159-172 <https://dergipark.org.tr/en/pub/jegys/issue/69363/1090172>
Chicago David, H. "Digital immigrants, digital natives and digital learners: Where are we now?". Journal for the Education of Gifted Young Scientists 10 (2022 ): 159-172
RIS TY - JOUR T1 - Digital immigrants, digital natives and digital learners: Where are we now? AU - Hanna David Y1 - 2022 PY - 2022 N1 - doi: 10.17478/jegys.1090172 DO - 10.17478/jegys.1090172 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 159 EP - 172 VL - 10 IS - 2 SN - -2149-360X M3 - doi: 10.17478/jegys.1090172 UR - https://doi.org/10.17478/jegys.1090172 Y2 - 2022 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Digital immigrants, digital natives and digital learners: Where are we now? %A Hanna David %T Digital immigrants, digital natives and digital learners: Where are we now? %D 2022 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 10 %N 2 %R doi: 10.17478/jegys.1090172 %U 10.17478/jegys.1090172
ISNAD David, Hanna . "Digital immigrants, digital natives and digital learners: Where are we now?". Journal for the Education of Gifted Young Scientists 10 / 2 (June 2022): 159-172 . https://doi.org/10.17478/jegys.1090172
AMA David H. Digital immigrants, digital natives and digital learners: Where are we now?. JEGYS. 2022; 10(2): 159-172.
Vancouver David H. Digital immigrants, digital natives and digital learners: Where are we now?. Journal for the Education of Gifted Young Scientists. 2022; 10(2): 159-172.
IEEE H. David , "Digital immigrants, digital natives and digital learners: Where are we now?", Journal for the Education of Gifted Young Scientists, vol. 10, no. 2, pp. 159-172, Jun. 2022, doi:10.17478/jegys.1090172

Submitted Articles: 589   Rejected Articles: 268 Published Articles: 320  Acceptance Rate:  %54   (Updated at February 9, 2022)

Journal for the Education of Gifted Young Scientists indexed from SCOPUS June 2018- December 2020. SOBIAD Impact Factor Score (1,171) Top One of Turkey at SOBIAD Index at 2019. Thanks for the contributions. 3rd International Congress on Gifted Youth and Sustainability of the Education (ICGYSE) 28-29 October 2022 (Please click for attendance).

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