Digital Who-Are-They? A Personal Reflection

I've been called a "digital native" fairly often because of the shared birth year, but I don't feel that about myself. Of course, I'm glued to technology all the time—Facebook, Zoom, Canvas, Google Docs—but that doesn't mean I'm constantly competent at using it to serve teaching or learning. There are times when switching between apps, tabs, and projects feels more draining than empowering.

This week's readings helped me see why. Kirschner and De Bruyckere (2017) explain how growing up in the digital age does not equate to being computer literate or adept at multitasking. I could easily relate to that. I may appear comfortable with technology, but I still struggle—especially when juggling school, family, and work all at once.

Rainie and Wellman (2012) also point out that technology 

has not alienated us—it has changed how we connect. My closest support circle consists of people I talk to on the internet, sometimes more than those I hang out with in real life. That does not mean those connections are less real—it just shows how the digital life is woven into our everyday relationships.

So, do I agree to be called a "digital native"? Not really. Such terms are misleading. They often make teachers believe that we already understand technology so well or will not need assistance. In my experience, all people—no matter the age—enjoy clear teaching on how to use digital tools in learning.

I believe that instructional designers and teachers must take notice of what the students actually need rather than adhering to broad terms. All youth are not digitally confident, and all older adults are not technology-phobic. It's more sensible to ask, listen, and develop support that is inclusive and responsive to all.

With Gratitude.