ABSTRACT
Looking at young people using digital technologies, it would seem they are naturally adept—or have developed a special skill—when it comes to new media. Many observers and scholars adopted this understanding and claimed that if information and communication technologies (ICTs) are so important in everyday life experiences, it is reasonable to consider young people as a generation of digitalized learners. This approach to learners and new media sprouted during the 1990s (Strauss & Howe, 1991; Papert, 1993; Tapscott, 1998), grew during the following decade (Oblinger & Oblinger, 2005; Prensky, 2001b; Tapscott, 2009), and is still a mainstream reading (Jones & Shao, 2011; Prensky, 2011).
