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Purpose: This study explores the differences between digital immigrants (DIs) and digital natives (DNs) in the continuance of routine and innovative information system use. Design/methodology/approach: A quantitative survey was conducted with two different samples comprising 100 DIs and 152 DNs in mandatory information system use contexts. Data were analyzed with structural equation modeling to examine the hypothesized relationships in the research model. Findings: Results revealed differences among digital nativity groups. The effect of confirmation of expectations about system use on satisfaction is stronger for DNs whereas the effect on task–technology fit (TTF) is similar in both digital groups. Interestingly, significant differences between digital nativity groups occur in routine use. For DIs, TTF and habit are significant while for DNs, satisfaction significantly affects routine use. The results show no difference between digital native groups regarding innovative use. Originality/value: This study extends the concept of digital nativity to routine and innovative system use, contributing to an enhanced understanding about the differences in information systems continuance (ISC) based on digital nativity. It also provides a fine-grained discussion of how to classify digital nativity and its impact in working contexts and extends the IS continuance model by considering two types of IS usage.

Motivation is indispensable for foreign language learning (Williams & Burden, 1997/1999). Some strategies are useful for a better motivation such as the use of interesting contents, challenges (Dörnyei, 2001) and audio-visual and ICT materials especially among our young students (Madrid, 2002). For those digital natives who see the world as if it was a videogame (Watson, 2013, p.104) competitive educational applications are motivating, because although there is a dark side, theoretically speaking, self-development-oriented competitiveness is positive (Fülöp, 2009) and it encourages the necessary motivation for the learning of foreign languages. Still, the authors find out that there are some students demotivated by the activities with competitive elements. Then, what does competitiveness mean to our students? Do educational applications with competitive mode motivate them? This research examines the effect of competitiveness with regard to motivation to learn Japanese as a foreign language at the university level. The results show the student’s orientation of competitiveness for self-development, the dislike towards competitiveness caused the stress in competitive environment and the appreciation for competitive activities at a group level., La motivación es indispensable para el aprendizaje de idiomas extranjeros (Williams & Burden, 1997/1999). Algunas estrategias son válidas para mejorar la motivación como son el uso de contenidos interesantes, el reto (Dörnyei, 2001), materiales audiovisuales y TIC especialmente para nuestro alumnado joven (Madrid, 2002). Para los jóvenes nativos digitales que ven el mundo como si fueran videojuegos (Watson, 2013, p.104), las aplicaciones educativas con un modo de competitividad son motivadoras, porque, aunque existe un lado oscuro de la hiper-competitividad, teóricamente la competitividad con una orientación de automejora es positiva (Fülöp, 2009) e incentiva la motivación necesaria para el aprendizaje de una lengua extranjera. Sin embargo, algunos autores encuentran a alumnos que se desmotivan por actividades con un componente competitivo. Entonces, ¿qué significa la competitividad para nuestro alumnado? ¿Las aplicaciones educativas en el modo de competitividad motivan a los alumnos? Este trabajo examina el efecto de la competitividad sobre la motivación del aprendizaje del japonés como lengua extranjera en el ámbito universitario. Los resultados muestran una tendencia del alumnado con perfil de competitividad para desarrollo personal, antipatía a la competitividad causada por la ansiedad en un ambiente competitivo y apreciación hacia las actividades con competitividad en el nivel grupal.

Motivation is indispensable for foreign language learning (Williams & Burden, 1997/1999). Some strategies are useful for a better motivation such as the use of interesting contents, challenges (Dörnyei, 2001) and audio-visual and ICT materials especially among our young students (Madrid, 2002). For those digital natives who see the world as if it was a videogame (Watson, 2013, p.104) competitive educational applications are motivating, because although there is a dark side, theoretically speaking, self-development-oriented competitiveness is positive (Fülöp, 2009) and it encourages the necessary motivation for the learning of foreign languages. Still, the authors find out that there are some students demotivated by the activities with competitive elements. Then, what does competitiveness mean to our students? Do educational applications with competitive mode motivate them? This research examines the effect of competitiveness with regard to motivation to learn Japanese as a foreign language at the university level. The results show the student’s orientation of competitiveness for self-development, the dislike towards competitiveness caused the stress in competitive environment and the appreciation for competitive activities at a group level., La motivación es indispensable para el aprendizaje de idiomas extranjeros (Williams & Burden, 1997/1999). Algunas estrategias son válidas para mejorar la motivación como son el uso de contenidos interesantes, el reto (Dörnyei, 2001), materiales audiovisuales y TIC especialmente para nuestro alumnado joven (Madrid, 2002). Para los jóvenes nativos digitales que ven el mundo como si fueran videojuegos (Watson, 2013, p.104), las aplicaciones educativas con un modo de competitividad son motivadoras, porque, aunque existe un lado oscuro de la hiper-competitividad, teóricamente la competitividad con una orientación de automejora es positiva (Fülöp, 2009) e incentiva la motivación necesaria para el aprendizaje de una lengua extranjera. Sin embargo, algunos autores encuentran a alumnos que se desmotivan por actividades con un componente competitivo. Entonces, ¿qué significa la competitividad para nuestro alumnado? ¿Las aplicaciones educativas en el modo de competitividad motivan a los alumnos? Este trabajo examina el efecto de la competitividad sobre la motivación del aprendizaje del japonés como lengua extranjera en el ámbito universitario. Los resultados muestran una tendencia del alumnado con perfil de competitividad para desarrollo personal, antipatía a la competitividad causada por la ansiedad en un ambiente competitivo y apreciación hacia las actividades con competitividad en el nivel grupal.

Motivation is indispensable for foreign language learning (Williams & Burden, 1997/1999). Some strategies are useful for a better motivation such as the use of interesting contents, challenges (Dörnyei, 2001) and audio-visual and ICT materials especially among our young students (Madrid, 2002). For those digital natives who see the world as if it was a videogame (Watson, 2013, p.104) competitive educational applications are motivating, because although there is a dark side, theoretically speaking, self-development-oriented competitiveness is positive (Fülöp, 2009) and it encourages the necessary motivation for the learning of foreign languages. Still, the authors find out that there are some students demotivated by the activities with competitive elements. Then, what does competitiveness mean to our students? Do educational applications with competitive mode motivate them? This research examines the effect of competitiveness with regard to motivation to learn Japanese as a foreign language at the university level. The results show the student’s orientation of competitiveness for self-development, the dislike towards competitiveness caused the stress in competitive environment and the appreciation for competitive activities at a group level., La motivación es indispensable para el aprendizaje de idiomas extranjeros (Williams & Burden, 1997/1999). Algunas estrategias son válidas para mejorar la motivación como son el uso de contenidos interesantes, el reto (Dörnyei, 2001), materiales audiovisuales y TIC especialmente para nuestro alumnado joven (Madrid, 2002). Para los jóvenes nativos digitales que ven el mundo como si fueran videojuegos (Watson, 2013, p.104), las aplicaciones educativas con un modo de competitividad son motivadoras, porque, aunque existe un lado oscuro de la hiper-competitividad, teóricamente la competitividad con una orientación de automejora es positiva (Fülöp, 2009) e incentiva la motivación necesaria para el aprendizaje de una lengua extranjera. Sin embargo, algunos autores encuentran a alumnos que se desmotivan por actividades con un componente competitivo. Entonces, ¿qué significa la competitividad para nuestro alumnado? ¿Las aplicaciones educativas en el modo de competitividad motivan a los alumnos? Este trabajo examina el efecto de la competitividad sobre la motivación del aprendizaje del japonés como lengua extranjera en el ámbito universitario. Los resultados muestran una tendencia del alumnado con perfil de competitividad para desarrollo personal, antipatía a la competitividad causada por la ansiedad en un ambiente competitivo y apreciación hacia las actividades con competitividad en el nivel grupal.

Libraries have made many efforts to get a good perception among digital natives. Library services have been adapted to digital native needs, because digital natives have different characteristics from previous generations. This study aims to describe the perception of libraries among digital natives. The research method used is descriptive quantitative. As many as 370 digital natives in 25 cities in East Java, were given open questions to express their perceptions of the library. The results of this study are in terms of services, buildings / spaces, collections, atmosphere, librarians and the forms of innovation made by libraries get positive and negative perceptions, so that libraries still need to improve the quality of libraries from various aspects.

From the perspective of the capacities of Amartya Sen and the autonomy of Doyal and Gough, it is sought to know the productive practices with ICTs in university students because it is assumed that they can expand their capacities to take opportunities and participate in social life. Through a documentary method, a corpus of 59 scientific documents from 20 countries, published between 2010 and 2018, was analyzed to characterized the social practices with ICTs in young university students. Practices for learning, citizenship, communication and prosumerism were found; cellphone and social networks were identified as preferred technologies versus the Internet and the personal computer. In addition, it was possible to define the productive techno-practices on the frame of human development for these young students., Desde la perspectiva de las capacidades de Amartya Sen y de la autonomía de Doyal y Gough, se busca conocer las prácticas productivas con las tecnologías de la información y la comunicación (TIC) en los jóvenes universitarios, porque se asume que estas pueden expandir sus capacidades para aprovechar las oportunidades y participar en la vida social. A través de un método documental se analizó un corpus de 59 documentos científicos de 20 países, publicados entre 2010 y 2018, para caracterizar las prácticas sociales con las TIC que realizan los jóvenes universitarios. Se encontraron prácticas para el aprendizaje, la ciudadanía, lo comunicativo y el prosumismo, y se identificó la emergencia del teléfono celular y las redes sociales como las tecnologías preferentes de uso frente a la difuminación del internet y la computadora. Además, se lograron definir las tecnoprácticas productivas de cara al desarrollo humano de estos jóvenes.

The combined set of skills needed for producing data journalism (e.g., investigative journalism methods, programming, knowledge in statistics, data management, statistical reporting, and design) challenges the understanding of what competences a journalist needs and the boundaries for the tasks journalists perform. Scholars denote external actors with these types of knowledge as interlopers or actors at the periphery of journalism. In this study, we follow two Swedish digital native data journalism start-ups operating in the Nordics from when they were founded in 2012 to 2019. Although the start-ups have been successful in news journalism over the years and acted as drivers for change in Nordic news innovation, they also have a presence in sectors other than journalism. This qualitative case study, which is based on interviews over time with the start-up founders and a qualitative analysis of blog posts written by the employees at the two start-ups, tells a story of journalists working at the periphery of legacy media, at least temporarily forced to leave journalism behind yet successfully using journalistic thinking outside of journalistic contexts.

El objeto de este artículo es una reflexión en torno a la necesidad de tomar consciencia de las carencias que el espacio físico y el aula tradicional imponen en la educación de una generación criada bajo la cultura digital. Esta experiencia docente estudia las posibilidades que otorga el desplazamiento desde un formato físico y rígido, como es el aula tradicional, a un escenario virtual y dinámico, como lo es el mapa generativo., This article aims to trigger awareness about the lackings of the traditional classroom and its physical condition that are imposed in the education of a generation raised under the digital culture. This educational experience studies the possibilities that bring the shift from a physical and rigid format, as the traditional classroom is, to a dynamic and virtual scenario, as the generative map creates., Esta reflexión es fruto de la actividad desarrollada dentro de la Escuela Técnica Superior de Arquitectura de Madrid (ETSAM) en el del taller de Proyectos Arquitectónicos 5 y 6 de la UD Soto del curso de primavera 2020, de la cual formaron parte los profesores: Álvaro Soto, Paula Montoya, Victoria Acebo, Luis Díaz-Mauriño, Jack Yu y Javier Martínez. Tampoco hubiera sido posible sin la iniciativa de los siguientes alumnos: Ignacio Morillo Pizarro, Diego Guerrero Laffaille, Yago Martín Granados, Tomasz Czepielik, Francisco Toré Mesa, Ana de la Fuente Sánchez y Julia Román Muzas y, como participantes externos a la UD, Pedrín y Gabriel., Peer Reviewed

Цифрові технології стали невід’ємною частиною життя сучасної молодої людини. В статті розглянуто ефективність застосування інтернет-технологій при формуванні іншомовної мовленнєвої компетентності студентів нелінгвістичних закладів вищої освіти, проаналізовано роль сучасного викладача. Запропоновано види роботи із застосуванням інтернет-технологій., Цифровые технологии стали неотъемлемой частью жизни современного молодого человека. В статье исследована эффективность применения интернет-технологий при формировании иноязычной речевой компетентности студентов нелингвистических высших учебных заведений, проанализирована роль современного преподавателя. Предложены элементы работы с применением интернет-технологий., Contemporary learners at institutions of higher education belong to the group of digital natives. This group has special characteristics because its representatives use digital technologies in all spheres of their everyday life and feel comfortable in online spaces. As a consequence, the question that comes up is whether it is possible to use Internet-based technologies for learning, in particular, for foreign language learning. Foreign language is one of the obligatory disciplines at non-linguistic institutions of higher education of Ukraine; furthermore, it is obligatory as the entrance exam for master’s degree programme. The application of Internet-based technologies requires new approaches and methods of teaching and implies a certain change in teacher’s role toward the role of facilitator and motivator. The article considers the advantages of application of Internet-based technologies for effective foreign language learning: large quantity of authentic materials, including dictionaries, encyclopedias; real communication environment; opportunity to learn the culture of a foreign country (socio-cultural effect). Internet-based technologies can attract students’ attention toward foreign language learning; motivate them especially in case of integration of language constituent and professional one. Different ways of application of Internet-based technologies for students’ professional training at non-linguistic institution of higher education have been presented in the article.

Цифрові технології стали невід’ємною частиною життя сучасної молодої людини. В статті розглянуто ефективність застосування інтернет-технологій при формуванні іншомовної мовленнєвої компетентності студентів нелінгвістичних закладів вищої освіти, проаналізовано роль сучасного викладача. Запропоновано види роботи із застосуванням інтернет-технологій., Цифровые технологии стали неотъемлемой частью жизни современного молодого человека. В статье исследована эффективность применения интернет-технологий при формировании иноязычной речевой компетентности студентов нелингвистических высших учебных заведений, проанализирована роль современного преподавателя. Предложены элементы работы с применением интернет-технологий., Contemporary learners at institutions of higher education belong to the group of digital natives. This group has special characteristics because its representatives use digital technologies in all spheres of their everyday life and feel comfortable in online spaces. As a consequence, the question that comes up is whether it is possible to use Internet-based technologies for learning, in particular, for foreign language learning. Foreign language is one of the obligatory disciplines at non-linguistic institutions of higher education of Ukraine; furthermore, it is obligatory as the entrance exam for master’s degree programme. The application of Internet-based technologies requires new approaches and methods of teaching and implies a certain change in teacher’s role toward the role of facilitator and motivator. The article considers the advantages of application of Internet-based technologies for effective foreign language learning: large quantity of authentic materials, including dictionaries, encyclopedias; real communication environment; opportunity to learn the culture of a foreign country (socio-cultural effect). Internet-based technologies can attract students’ attention toward foreign language learning; motivate them especially in case of integration of language constituent and professional one. Different ways of application of Internet-based technologies for students’ professional training at non-linguistic institution of higher education have been presented in the article.

Цифрові технології стали невід’ємною частиною життя сучасної молодої людини. В статті розглянуто ефективність застосування інтернет-технологій при формуванні іншомовної мовленнєвої компетентності студентів нелінгвістичних закладів вищої освіти, проаналізовано роль сучасного викладача. Запропоновано види роботи із застосуванням інтернет-технологій., Цифровые технологии стали неотъемлемой частью жизни современного молодого человека. В статье исследована эффективность применения интернет-технологий при формировании иноязычной речевой компетентности студентов нелингвистических высших учебных заведений, проанализирована роль современного преподавателя. Предложены элементы работы с применением интернет-технологий., Contemporary learners at institutions of higher education belong to the group of digital natives. This group has special characteristics because its representatives use digital technologies in all spheres of their everyday life and feel comfortable in online spaces. As a consequence, the question that comes up is whether it is possible to use Internet-based technologies for learning, in particular, for foreign language learning. Foreign language is one of the obligatory disciplines at non-linguistic institutions of higher education of Ukraine; furthermore, it is obligatory as the entrance exam for master’s degree programme. The application of Internet-based technologies requires new approaches and methods of teaching and implies a certain change in teacher’s role toward the role of facilitator and motivator. The article considers the advantages of application of Internet-based technologies for effective foreign language learning: large quantity of authentic materials, including dictionaries, encyclopedias; real communication environment; opportunity to learn the culture of a foreign country (socio-cultural effect). Internet-based technologies can attract students’ attention toward foreign language learning; motivate them especially in case of integration of language constituent and professional one. Different ways of application of Internet-based technologies for students’ professional training at non-linguistic institution of higher education have been presented in the article.

Цифрові технології стали невід’ємною частиною життя сучасної молодої людини. В статті розглянуто ефективність застосування інтернет-технологій при формуванні іншомовної мовленнєвої компетентності студентів нелінгвістичних закладів вищої освіти, проаналізовано роль сучасного викладача. Запропоновано види роботи із застосуванням інтернет-технологій., Цифровые технологии стали неотъемлемой частью жизни современного молодого человека. В статье исследована эффективность применения интернет-технологий при формировании иноязычной речевой компетентности студентов нелингвистических высших учебных заведений, проанализирована роль современного преподавателя. Предложены элементы работы с применением интернет-технологий., Contemporary learners at institutions of higher education belong to the group of digital natives. This group has special characteristics because its representatives use digital technologies in all spheres of their everyday life and feel comfortable in online spaces. As a consequence, the question that comes up is whether it is possible to use Internet-based technologies for learning, in particular, for foreign language learning. Foreign language is one of the obligatory disciplines at non-linguistic institutions of higher education of Ukraine; furthermore, it is obligatory as the entrance exam for master’s degree programme. The application of Internet-based technologies requires new approaches and methods of teaching and implies a certain change in teacher’s role toward the role of facilitator and motivator. The article considers the advantages of application of Internet-based technologies for effective foreign language learning: large quantity of authentic materials, including dictionaries, encyclopedias; real communication environment; opportunity to learn the culture of a foreign country (socio-cultural effect). Internet-based technologies can attract students’ attention toward foreign language learning; motivate them especially in case of integration of language constituent and professional one. Different ways of application of Internet-based technologies for students’ professional training at non-linguistic institution of higher education have been presented in the article.

Internet changed media forever. The web allowed new ways of generating journalistic content. Legacy media went online first. Shortly after, new media emerged: the so-called digital natives. In Latin America, the connectivity gap and ownership concentration of media are among the factors that have influenced the development of the digital ecosystem. This text explores Latin American digital media from three axes: agenda, business models, and the effects of the media. It is a map of journalistic initiatives that have taken advantage of the characteristics of the Internet to claim a place in the public sphere, Internet mudou para sempre a mídia. O espaço digital permitiu novas formas de gerar conteúdo de notícias. O primeiro a saltar para o anel fosse a mídia tradicional, que lançou suas edições online. Pouco depois de nova mídia surgiu o chamado nativos digitais. Na América Latina, fatores como a distância conectividade e a concentração da propriedade influenciaram o desenvolvimento do ecossistema digital. Este artigo explora as tendências de nativos digitais latino-americanos de três áreas: agendas de informação, modelos de apoio e os efeitos da mídia. É uma reflexão sobre algumas iniciativas jornalísticas que se aproveitaram das qualidades da internet para obter um lugar na esfera pública, Internet cambió para siempre los medios de comunicación. El espacio digital permitió nuevas formas de generar contenidos periodísticos. Los primeros en saltar al ruedo fueron los medios tradicionales, quienes lanzaron sus ediciones en línea. Poco después surgieron nuevos medios, los llamados nativos digitales. En América Latina, factores como la brecha de conectividad y la concentración de la propiedad han influido en el desarrollo del ecosistema digital. Este texto explora tendencias de los nativos digitales latinoamericanos desde tres ejes: las agendas informativas, los modelos de sostenimiento y los efectos de los medios. Es una reflexión sobre la forma en que las iniciativas periodísticas locales han aprovechado las cualidades de internet para hacerse un lugar en la esfera pública

Syftet med studien var att få fördjupad kunskap om teknikämnets möjliggörande inför digitaliseringstillägget 2018/2019. Dessa frågor har besvarats genom ett kvantitativt metodval i form av online-enkäter. Resultatet visade att lärare generellt skattar sin digitala kompetens gällande programmering som lågt. Äldre lärare skattar sin digitala kompetens lägre än yngre lärare, samtidigt som de skattar sitt stödbehov högre.

Syftet med studien var att få fördjupad kunskap om teknikämnets möjliggörande inför digitaliseringstillägget 2018/2019. Dessa frågor har besvarats genom ett kvantitativt metodval i form av online-enkäter. Resultatet visade att lärare generellt skattar sin digitala kompetens gällande programmering som lågt. Äldre lärare skattar sin digitala kompetens lägre än yngre lärare, samtidigt som de skattar sitt stödbehov högre.

The purpose of this transcendental phenomenological study was to explore the academic and social experiences of digital natives at Patrick Harrison High School (pseudonym) located in southern California. The research questions addressing the study were: (a) What are digital natives’ academic and social experiences; (b) How does feeling understood by teachers shape digital natives’ learning experiences; and (c) How does the use of social media, the Internet and digital devices contribute to 21st-century education as perceived by digital natives? Prensky’s (2001) theory on digital nativity, Gordon’s (1988) theory on feeling understood, and Vygotsky’s (1978) constructivist learning views informed the study. Participants came from a purposeful criterion sample consisting of 11 high schoolers who reported using digital devices, the Internet, and social media. The data collection came from interviews, a focus group, and drawings. The data analysis followed Moustakas’ (1994) strategies on the phenomenological reduction process that assisted in revealing the digital native experiences. The results of the study revealed three themes commonly shared among the participants’ that related to their digital, life, and school experiences. The study supported best practices for 21st-century learners.

Analysing the process by which students—whether at university or not—manage and facilitate their own learning has been a recurrent educational research problem. Recently, the question arises about how the development of strategies taking place during the aforementioned process could be made easier by using technologies. In an effort to know whether university students really use digital technologies to plan, organize and facilitate their own learning, we have proposed three research questions. Which technologies do university students use to self-regulate their learning? What self-regulated learning strategies do they develop using technologies? What profiles could be identified among students based on their use of self-regulation strategies with technology? To answer these questions, the “Survey of Self-regulated Learning with Technology at the University” was designed. Information from a sample group with 711 students from various universities located in the region of Andalusia (Spain) was collected with this survey. The results indicate that university students, even when they are frequent users of digital technology, they tend not to use these technologies to regulate their own learning process. Of all technologies analysed, Internet information search and instant communication tools are used continually. In turn, the most generalised self-regulation learning strategies are those relative to social support. Nevertheless, students differ from each other regarding their use and frequency. There are groups of students who make use of self-regulation strategies when learning with technologies. In this regard, two distinctive groups of students have been identified, who show differentiated selfregulated levels.

Analysing the process by which students—whether at university or not—manage and facilitate their own learning has been a recurrent educational research problem. Recently, the question arises about how the development of strategies taking place during the aforementioned process could be made easier by using technologies. In an effort to know whether university students really use digital technologies to plan, organize and facilitate their own learning, we have proposed three research questions. Which technologies do university students use to self-regulate their learning? What self-regulated learning strategies do they develop using technologies? What profiles could be identified among students based on their use of self-regulation strategies with technology? To answer these questions, the “Survey of Self-regulated Learning with Technology at the University” was designed. Information from a sample group with 711 students from various universities located in the region of Andalusia (Spain) was collected with this survey. The results indicate that university students, even when they are frequent users of digital technology, they tend not to use these technologies to regulate their own learning process. Of all technologies analysed, Internet information search and instant communication tools are used continually. In turn, the most generalised self-regulation learning strategies are those relative to social support. Nevertheless, students differ from each other regarding their use and frequency. There are groups of students who make use of self-regulation strategies when learning with technologies. In this regard, two distinctive groups of students have been identified, who show differentiated selfregulated levels.

This research is framed in the analysis of chat features which can position it as an emerging genre. The case study is used, with a population of students from the third cycle of a school district in the social network of Facebook. The chat that these adolescence use has particularities of both orality and writing that make it a singular discourse, because it is a meaningful and creative written communication that can favour the development of verbal skills. As the network becomes a virtual learning support which is autonomous, it is then used in extracurricular environments, where teens learn alone, because this format enables new ways of reading and writing through creation and re-creation of language they use daily. For this, we rely on the following theorists: Cassany, Noblia, Bakhtin, Calsamiglia, Vilà, Mayans, Yus and Farias, among others., La presente investigación se enmarca en el análisis de los rasgos del chat que lo pueden posicionar como género emergente. Se emplea el estudio de caso con una población de estudiantes de ciclo tres de una institución distrital en la red social Facebook. El chat que estos preadolescentes usan posee particularidades tanto de la oralidad como de la escritura que lo hacen un discurso singular, pues se trata de una comunicación escrita significativa y creativa que puede favorecer el desarrollo de habilidades verbales. Ya que la red se constituye en un soporte virtual de aprendizaje que es autónomo, pues es empleado en entornos extraclase, donde los jóvenes aprenden solos, porque este formato posibilita nuevas formas de leer y escribir, mediante la creación y recreación del lenguaje que usan a diario. Para esto nos apoyamos en los siguientes teóricos: Cassany, Noblia, Bajtín, Calsamiglia, Vilà, Mayans, Yus y Farías, entre otros.

Denna studie berör nyanlända eritreaner, bosatta i Botkyrka kommun, upplevelse av digitaliserad samhällsinformation. Studien har tre huvudsakliga frågeställningar 1. Söker sig min valda grupp till digital myndighetsinformation gällande arbete, bank samt boende och hur upplevs den i sådant fall? 2) På vilket sätt upplever eritreanska nyanlända svenska myndigheters e-förvaltning? 3) Hur kan man diskutera nyanlända eritreaners situation utifrån begreppen digital natives/digital immigrants? Studiens centrala teori är den digitala klyftan som berör frågor om digital integrering, och olika typer av internetanvändning. Vidare lyfts faktorer som utmärker mediekunnighet och slutligen den digital klyftan i samband med medborgarskap och e-förvaltning. Det empiriska materialet har nåtts genom att tillämpa kvalitativa metoder i form av en individuell intervju med en anställd på Botkyrka kommuns socialtjänst för att få en överblick över etableringsprocessen vad gäller nyanlända i kommunen. Därefter utfördes en pilotstudie med två eritreanska nyanlända som intervjuades för att sedan utföra en gruppintervju med åtta nyanlända eritreaner i form av en gruppintervju med inslag av etnografiska metoder. Resultatet av studien visade att majoriteten av respondenterna upplevde en ganska grav digital klyfta vad gäller e-förvaltning och digital blanketthantering. På detta vis kunde tecken visas som tillhör begreppet digital immigrant. Däremot har de inte behövt anpassa sig till det digitala landskapet vad gäller sociala medier och underhållande medieaktivitet, som är tendenser vi ser bland digital natives. Detta visade deras komplexa situation om att befinna sig i ett mellanförskap i förhållande till begreppen digital native och digital immigrant.

Denna studie berör nyanlända eritreaner, bosatta i Botkyrka kommun, upplevelse av digitaliserad samhällsinformation. Studien har tre huvudsakliga frågeställningar 1. Söker sig min valda grupp till digital myndighetsinformation gällande arbete, bank samt boende och hur upplevs den i sådant fall? 2) På vilket sätt upplever eritreanska nyanlända svenska myndigheters e-förvaltning? 3) Hur kan man diskutera nyanlända eritreaners situation utifrån begreppen digital natives/digital immigrants? Studiens centrala teori är den digitala klyftan som berör frågor om digital integrering, och olika typer av internetanvändning. Vidare lyfts faktorer som utmärker mediekunnighet och slutligen den digital klyftan i samband med medborgarskap och e-förvaltning. Det empiriska materialet har nåtts genom att tillämpa kvalitativa metoder i form av en individuell intervju med en anställd på Botkyrka kommuns socialtjänst för att få en överblick över etableringsprocessen vad gäller nyanlända i kommunen. Därefter utfördes en pilotstudie med två eritreanska nyanlända som intervjuades för att sedan utföra en gruppintervju med åtta nyanlända eritreaner i form av en gruppintervju med inslag av etnografiska metoder. Resultatet av studien visade att majoriteten av respondenterna upplevde en ganska grav digital klyfta vad gäller e-förvaltning och digital blanketthantering. På detta vis kunde tecken visas som tillhör begreppet digital immigrant. Däremot har de inte behövt anpassa sig till det digitala landskapet vad gäller sociala medier och underhållande medieaktivitet, som är tendenser vi ser bland digital natives. Detta visade deras komplexa situation om att befinna sig i ett mellanförskap i förhållande till begreppen digital native och digital immigrant.

The article presents opinions related to university literature teaching and the necessity (justified or not) of adapting teaching methods to the abilities of a modern recipient. It also concentrates on the problem with defining new generation of students, through the prism of digital technology. However, the fundamental issue to consider, is the problem of academic literary education, which often does not raise enthusiasm among students. Many of them are treating the subject as not practical enough. I also refer to my own teaching experience; expressing the point of view that literature defends itself, besides lacking strict rules of modern education and the need to diversify students discussions using innovative, activating methods. Its interpretation is, however, dependent on contemporary context. The article, notes the common change in reading, education and historical memory, presents the necessity of preserving traditional educational paths – focused on dialogue and discussion about the reader’s experience., Artykuł prezentuje refleksje związane z uniwersytecką dydaktyką literatury oraz koniecznością (uzasadnioną bądź nie) dostosowania metod kształcenia do możliwości współczesnego odbiorcy. Poruszone zostały w nim także kwestie dotyczącego definiowania nowego pokolenia studentów przez pryzmat cyfrowych technologii. Fundamentalne dla rozważań jest jednak zagadnienie akademickiej edukacji literackiej, która nierzadko nie wzbudza entuzjazmu wśród studentów, traktujących przedmiot jako mało praktyczny. W tekście odwołuję się do własnych doświadczeń dydaktycznych, wyrażając przekonanie, że odarta ze sztywnych reguł współczesnego kształcenia oraz uwolniona z konieczności urozmaicania dyskusji nowatorskimi metodami aktywizującymi studenta, literatura broni się sama, podlegając jednak w głównej mierze interpretacji przez pryzmat współczesności. Artykuł, zwracając uwagę na przemiany czytelnictwa, edukacji i historycznej pamięci, prezentuje stanowisko wyrażające potrzebę powrotu do klasycznych ścieżek edukacyjnych – dialogu i dyskusji o doświadczeniu czytelniczym.

The current article proposes the idea of meme as a link between the educational system and the digital natives. The need arises considering the globalizing field of internet meme culture, analyzing the term, its use and typologies. Likewise, three theoretical and practical proposals for the subject of Language and Communication are suggested: as a linguistic object, as a technical literacy and as a literary resource, El artículo propone la idea del meme como nexo entre el sistema educativo y los nativos digitales. Se presenta su necesidad considerando el ámbito globalizante del internet y la cultura del meme, analizando el término, su utilidad y tipologías. Asimismo, se presentan tres propuestas teórico-prácticas para la asignatura de Lenguaje y Comunicación: como objeto lingüístico, como técnica de lectoescritura y como recurso literario.

The aim of this study is to develop items in the form of statements that may be used in future more extensive quantitative studies. This to enable future researchers to investigate trust development for digital natives (individuals who grew up surrounded by information and communications technology) in global virtual teams. This is done by conducting a case study on a firm with both quantitative and qualitative data collecting methods. Theories from previous research regarding digital nativeness, trust, normative actions, communication and cultural openness are used in order to develop constructs and a new research model. Items from previous research are modified to better fit into the settings in which global virtual teams work. New items are alsodeveloped to measure the constructs that have not been brought up in previous research, that the authors believes affect trust development in global virtual teams. After analyzing data gathered from interviews, face validity test and a pilot survey, the paper concludes with a further modified list of relevant items.

The aim of this study is to develop items in the form of statements that may be used in future more extensive quantitative studies. This to enable future researchers to investigate trust development for digital natives (individuals who grew up surrounded by information and communications technology) in global virtual teams. This is done by conducting a case study on a firm with both quantitative and qualitative data collecting methods. Theories from previous research regarding digital nativeness, trust, normative actions, communication and cultural openness are used in order to develop constructs and a new research model. Items from previous research are modified to better fit into the settings in which global virtual teams work. New items are alsodeveloped to measure the constructs that have not been brought up in previous research, that the authors believes affect trust development in global virtual teams. After analyzing data gathered from interviews, face validity test and a pilot survey, the paper concludes with a further modified list of relevant items.

The article presents opinions related to university literature teaching and the necessity (justified or not) of adapting teaching methods to the abilities of a modern recipient. It also concentrates on the problem with defining new generation of students, through the prism of digital technology. However, the fundamental issue to consider, is the problem of academic literary education, which often does not raise enthusiasm among students. Many of them are treating the subject as not practical enough. I also refer to my own teaching experience; expressing the point of view that literature defends itself, besides lacking strict rules of modern education and the need to diversify students discussions using innovative, activating methods. Its interpretation is, however, dependent on contemporary context. The article, notes the common change in reading, education and historical memory, presents the necessity of preserving traditional educational paths – focused on dialogue and discussion about the reader’s experience., Artykuł prezentuje refleksje związane z uniwersytecką dydaktyką literatury oraz koniecznością (uzasadnioną bądź nie) dostosowania metod kształcenia do możliwości współczesnego odbiorcy. Poruszone zostały w nim także kwestie dotyczącego definiowania nowego pokolenia studentów przez pryzmat cyfrowych technologii. Fundamentalne dla rozważań jest jednak zagadnienie akademickiej edukacji literackiej, która nierzadko nie wzbudza entuzjazmu wśród studentów, traktujących przedmiot jako mało praktyczny. W tekście odwołuję się do własnych doświadczeń dydaktycznych, wyrażając przekonanie, że odarta ze sztywnych reguł współczesnego kształcenia oraz uwolniona z konieczności urozmaicania dyskusji nowatorskimi metodami aktywizującymi studenta, literatura broni się sama, podlegając jednak w głównej mierze interpretacji przez pryzmat współczesności. Artykuł, zwracając uwagę na przemiany czytelnictwa, edukacji i historycznej pamięci, prezentuje stanowisko wyrażające potrzebę powrotu do klasycznych ścieżek edukacyjnych – dialogu i dyskusji o doświadczeniu czytelniczym.

Der „Umgang mit neuen Medien“ ist für Lehrpersonen von Bedeutung, da heutzutage die Medien omnipräsent sind und es ein sehr aktuelles Thema auch bereits in der Primarschule ist. Als Grundlage unserer Bachelorarbeit diente uns die folgende Fragestellung: „Wie sensibilisiert man die Schülerinnen und Schüler bezogen auf den Umgang mit neuen Medien und klärt sie im Bereich Cybermobbing auf?“ Im ersten Teil unserer Arbeit beschafften wir uns das nötige Grundwissen zum Thema „Umgang mit neuen Medien“ und den damit verbundenen Chancen und Gefahren. Da Cybermobbing auch in der Primarschule schon häufig auftritt, haben wir uns intensiv mit diesem Unterthema auseinandergesetzt. Dafür hat uns folgende Unterfrage durch die Vertiefung geführt: „Welche Folgen kann Cybermobbing für betroffene Personen mit sich bringen und wie kann eine passende Hilfestellung geboten werden?“ Den Abschluss unserer Bachelorarbeit bildet der Transfer dieser Theorien in die Praxis. Dafür haben wir eine Unterrichtsreihe für acht Doppellektionen erstellt.

Los Nativos digitales conviven de manera natural con las nuevas tecnologías y los fenómenos sociales que originan. Constituyen una comunidad virtual flexible y a la vez exigente, demandando redes sociales que presenten contenidos y usos adaptados a su personalidad e intereses, por ello, cuando consideran que una red deja de suplir sus necesidades de interacción, la abandonan. En España se ha suscitado uno de los casos más interesantes de movimiento de usuarios de redes sociales: jóvenes y adolescentes españoles mantuvieron durante algunos años una frecuencia de participación notable en la red social Tuenti, abandonándola progresivamente al trasladarse hacia Facebook, una red similar con notable carácter internacional. Examinando lo acontecido en esa primera situación, podremos obtener información que nos ayude a concretar si nos encontramos ante un segundo movimiento migratorio en el universo virtual de las redes sociales en España, que en esta ocasión parece partir desde Facebook hacia Instagram., The Digital Natives naturally coexist with new technologies and the social phenomena it brings. Digital natives are a virtual demanding community, they look for social networks that may contains tools and digital contents according to their personalities, interest and passions, youth and teenagers could leave a social network if the network does not have the features that they need. A interesting case of movement between social networks have happened in Spain; for some years young people actively involved in a national social network for teenagers named Tuenti, later, with the arrived of Facebook to Spain, they left Tuenti and moved to Facebook. We have evaluated this situation for extract information about what caused it, because we think something similar is happening at this time: it seems that Spanish young people are abandoning Facebook and moving to Instagram.

Los Nativos digitales conviven de manera natural con las nuevas tecnologías y los fenómenos sociales que originan. Constituyen una comunidad virtual flexible y a la vez exigente, demandando redes sociales que presenten contenidos y usos adaptados a su personalidad e intereses, por ello, cuando consideran que una red deja de suplir sus necesidades de interacción, la abandonan. En España se ha suscitado uno de los casos más interesantes de movimiento de usuarios de redes sociales: jóvenes y adolescentes españoles mantuvieron durante algunos años una frecuencia de participación notable en la red social Tuenti, abandonándola progresivamente al trasladarse hacia Facebook, una red similar con notable carácter internacional. Examinando lo acontecido en esa primera situación, podremos obtener información que nos ayude a concretar si nos encontramos ante un segundo movimiento migratorio en el universo virtual de las redes sociales en España, que en esta ocasión parece partir desde Facebook hacia Instagram., The Digital Natives naturally coexist with new technologies and the social phenomena it brings. Digital natives are a virtual demanding community, they look for social networks that may contains tools and digital contents according to their personalities, interest and passions, youth and teenagers could leave a social network if the network does not have the features that they need. A interesting case of movement between social networks have happened in Spain; for some years young people actively involved in a national social network for teenagers named Tuenti, later, with the arrived of Facebook to Spain, they left Tuenti and moved to Facebook. We have evaluated this situation for extract information about what caused it, because we think something similar is happening at this time: it seems that Spanish young people are abandoning Facebook and moving to Instagram.

This article, which is the result of research, examines the role of ICTs (Information and Communication Technologies) as tools that enable new forms through which teachers and students interact within the context of current education. It describes the transformations that have accompanied the use of technological tools among young people, and emphasizes three of their characteristics: interactivity, connectivity, and hypertextuality. It provides a reflection on schools and their ability to assess student learning in non-formal settings. It was found that in making their transition from a physical to a virtual space, teachers and educational institutions must consider validating and promoting a change from an externally regulated setting to a setting where students regulate themselves. There is a need to take into account the contributions of institutions to the implementation of technological resources in schools where students are encouraged to use these resources in their academic activities. It concludes that the role of current schools is to train using ICTs and to provide adequate resources so that students may learn how to use technological tools to study and, later on, to perform their duties at work in a responsible and efficient manner. It stresses the fact that education in the 21st century should emphasize the promotion of holistic knowledge that turns students into competent workers., Esse artigo, baseado em pesquisas, analisa o papel das TICs (Tecnologias da Informação e Comunicação) como ferramentas que possibilitam novas formas de relacionamento entre os docentes e os estudantes na educação atual. São mostradas as transformações que foram trazidas aos jovens pelas ferramentas tecnológicas, destacando três características: interatividade, conectividade e hipertextualidade. Reflete sobre a escola e sua capacidade para valorizar as aprendizagens obtidas pelos estudantes em contextos não formais. Foi descoberto que as entidades educativas e os docentes, em sua passagem do território físico para o virtual, deverão considerar validar e promover a mudança do contexto regulador externo para contextos de autorregulação do estudante. É necessário ter em conta a contribuição feita pelas instituições na implementação dos recursos tecnológicos nas escolas, incentivando os estudantes ao uso desses nas atividades acadêmicas. Se conclui que o papel da escola atual consiste em formar com as TICs, dando contribuições suficientes para que os estudantes aprendam a usar as ferramentas tecnológicas de modo responsável e eficaz, tanto no estudo como no desempenho laboral posterior, e se destaca que a educação do século XXI deve dar ênfase em impulsionar os saberes integrados que transformem o estudante em um trabalhador competente., En el artículo se analiza el papel de las TIC (Tecnologías de la Información y la Comunicación) como herramientas que posibilitan nuevas formas de relación entre los docentes y los estudiantes en la educación actual. Se muestran las transformaciones que han traído las herramientas tecnológicas en los jóvenes, destacando tres características: interactividad, conectividad e hipertextualidad. Se reflexiona sobre la escuela y su capacidad para valorar los aprendizajes logrados por los estudiantes en contextos no formales. Se encontró que las entidades educativas y los docentes, en su paso del territorio físico al virtual, deben considerar validar y promover el cambio del contexto regulador externo a contextos de autorregulación del estudiante. Es necesario tener en cuenta el aporte que hacen las instituciones en la implementación de recursos tecnológicos en las escuelas, incentivando en los estudiantes el uso de estos en las actividades académicas. Se concluye que el papel de la escuela actual es formar con las TIC, dando insumos suficientes para que los estudiantes aprendan a usar responsable y efectivamente las herramientas tecnológicas en el estudio y posterior desempeño laboral; se resalta que la educación del siglo XXI debe enfatizar en impulsar saberes integrados que hagan del estudiante un trabajador competente.

This essay is about digital addiction as a relevant mass media discourse in today’s information society. The purpose of the essay is to study this alleged digital addiction to see if it is reasonable, and then analyse how it can affect people’s relationships with technology and each other. The essay also strives to highlight the different opinions depending on generation and the discussion of digital detox, off-the-grid and weaning- apps. In the essay there is one qualitative text- and discourse analysis of eight selected articles from Swedish media and one quantitative survey. The conclusion of the essay is that digital immigrants generally have a negative opinion of digital use and addiction and since they control the mass media, there is a negative discourse. This discourse needs to change in order to apply to everyone in society because the digital natives generally have a more positive opinion of digital use and addiction.

The school world is currently mired in a time of transition , in which traditional teaching strategies directly conflict with the educational needs of a student to be considered a digital native, and demand new methods and media for teaching. While from the education authority plans introduction of ICT are promoted in classrooms, with strong economic investments in pursuit of the ideal of one computer per student , smartphones are becoming taboo in the classroom due to conflicts caused by indiscriminate use of these disruptive students do. The article analyzes the possibilities of implementing the use of mobile phones as a teaching tool in the classroom music as such use can bring us closer to the ideal quoted , serving at once to bury the topic of the smartphone as a disturbing element classes., El mundo escolar se encuentra en este momento sumido en un momento de transición, en el que las estrategias didácticas tradicionales chocan frontalmente con las necesidades educativas de un alumnado que debe ser considerado nativo digital, y que demanda nuevas metodologías y soportes para la enseñanza. Mientras desde las autoridades educativas se promueven planes de inserción de las TIC en las aulas, con fuertes inversiones económicas en la búsqueda del ideal de un ordenador por estudiante, los smartphones están convirtiéndose en un tabú dentro de las aulas debido a los conflictos causados por el uso indiscriminado y disruptivo que de ellos hacen los estudiantes. El artículo analiza las posibilidades de implementar el uso del teléfono móvil como herramienta educativa dentro del aula de música y como dicho uso nos puede acercar al citado ideal, sirviendo a la vez para enterrar el tópico del smartphone como elemento perturbador de las clases.

En este artículo presentamos algunas de las conclusiones más destacadas del proyecto AUSTICA del grupo de investigación CONINCOM. Concretamente, focalizamos nuestra atención en el análisis de los conflictos que se dan en la escuela entre maestros y alumnos. En este punto, nuestra investigación afronta una realidad que aún hoy resulta sorprendente y paradójica. Mientras la educación formal obligatoria sigue estando caracterizada por una comprensión tradicional del concepto de alfabetización, los “nuevos alfabetismos”, aquellos que potencian habilidades y competencias propias del siglo XXI, se ejercitan en las prácticas culturales digitales que los jóvenes llevan a cabo en sus contextos de ocio y, por consiguiente, en entornos de naturaleza informal. Así, mientras los adultos generalmente separan lo digital de lo analógico, es decir, lo virtual de lo presencial, para los jóvenes, todo forma parte de una única dimensión: “la realidad”. En nuestro estudio se constata que las tecnologías contribuyen a modificar las relaciones interpersonales entre los propios jóvenes y que las redes sociales han ampliado la capacidad de mantenerse en contacto, ofreciendo más oportunidades para crear y aumentar vínculos sociales gracias a la reducción o eliminación de la distancia o el tiempo. Pero al mismo tiempo generan incertidumbre e incomprensiones en el mundo escolar, aunque no se deben exclusivamente a la (in)comprensión del nuevo medio por parte de la institución escolar sino que también entra en juego la tradicional distancia o brecha generacional entre adultos y jóvenes., This paper by the CONINCOM research group presents some of the main conclusions of the AUSTICA project. Mainly, this document is focused in analyzing conflicts among teachers and students at school due to the use of new technologies. Starting at the ICTs use perspective, our research looks at a reality that still today presents itself as surprising and paradoxical. While formal education is still characterized by traditional literacies, the “new literacies” – those related to the skills and competencies of the 21st century – are exercised and learned in mostly informal environments. An example of this could be all the digital activities and cultural practices that young people have during their leisure time. While most of the times the “adults” separate the digital and analogic life as two different realms, for the younger generations all takes part of one single reality. During our research, it has been observed that ICTs contribute to modify interpersonal relations of younger people. Social networking services, among others, have fundamentally changed their possibilities to keep in touch with their peers. This situation gives them more opportunities to create and increase social links by reducing or eliminating barriers related to distances and/or time. However, at the same time, all these new relations generate uncertainty and misunderstandings inside the traditional education institutions. The traditional distances or generational gaps then seem to be growing: there seems to be a consistent and ongoing misunderstanding of all new media by the traditional school, adding to existing cultural differences among young people and adults.

En este artículo presentamos algunas de las conclusiones más destacadas del proyecto AUSTICA del grupo de investigación CONINCOM. Concretamente, focalizamos nuestra atención en el análisis de los conflictos que se dan en la escuela entre maestros y alumnos. En este punto, nuestra investigación afronta una realidad que aún hoy resulta sorprendente y paradójica. Mientras la educación formal obligatoria sigue estando caracterizada por una comprensión tradicional del concepto de alfabetización, los "nuevos alfabetismos", aquellos que potencian habilidades y competencias propias del siglo XXI, se ejercitan en las prácticas culturales digitales que los jóvenes llevan a cabo en sus contextos de ocio y, por consiguiente, en entornos de naturaleza informal. Así, mientras los adultos generalmente separan lo digital de lo analógico, es decir, lo virtual de lo presencial, para los jóvenes, todo forma parte de una única dimensión: "la realidad". En nuestro estudio se constata que las tecnologías contribuyen a modificar las relaciones interpersonales entre los propios jóvenes y que las redes sociales han ampliado la capacidad de mantenerse en contacto, ofreciendo más oportunidades para crear y aumentar vínculos sociales gracias a la reducción o eliminación de la distancia o el tiempo. Pero al mismo tiempo generan incertidumbre e incomprensiones en el mundo escolar, aunque no se deben exclusivamente a la (in)comprensión del nuevo medio por parte de la institución escolar sino que también entra en juego la tradicional distancia o brecha generacional entre adultos y jóvenes., This paper by the CONINCOM research group presents some of the main conclusions of the AUSTICA project. Mainly, this document is focused in analyzing conflicts among teachers and students at school due to the use of new technologies. Starting at the ICTs use perspective, our research looks at a reality that still today presents itself as surprising and paradoxical. While formal education is still characterized by traditional literacies, the "new literacies" --those related to the skills and competencies of the 21st century-- are exercised and learned in mostly informal environments. An example of this could be all the digital activities and cultural practices that young people have during their leisure time. While most of the times the "adults" separate the digital and analogic life as two different realms, for the younger generations all takes part of one single reality. During our research, it has been observed that ICTs contribute to modify interpersonal relations of younger people. Social networking services, among others, have fundamentally changed their possibilities to keep in touch with their peers. This situation gives them more opportunities to create and increase social links by reducing or eliminating barriers related to distances and/or time. However, at the same time, all these new relations generate uncertainty and misunderstandings inside the traditional education institutions. The traditional distances or generational gaps then seem to be growing: there seems to be a consistent and ongoing misunderstanding of all new media by the traditional school, adding to existing cultural differences among young people and adults.

En este artículo presentamos algunas de las conclusiones más destacadas del proyecto AUSTICA del grupo de investigación CONINCOM. Concretamente, focalizamos nuestra atención en el análisis de los conflictos que se dan en la escuela entre maestros y alumnos. En este punto, nuestra investigación afronta una realidad que aún hoy resulta sorprendente y paradójica. Mientras la educación formal obligatoria sigue estando caracterizada por una comprensión tradicional del concepto de alfabetización, los "nuevos alfabetismos", aquellos que potencian habilidades y competencias propias del siglo XXI, se ejercitan en las prácticas culturales digitales que los jóvenes llevan a cabo en sus contextos de ocio y, por consiguiente, en entornos de naturaleza informal. Así, mientras los adultos generalmente separan lo digital de lo analógico, es decir, lo virtual de lo presencial, para los jóvenes, todo forma parte de una única dimensión: "la realidad". En nuestro estudio se constata que las tecnologías contribuyen a modificar las relaciones interpersonales entre los propios jóvenes y que las redes sociales han ampliado la capacidad de mantenerse en contacto, ofreciendo más oportunidades para crear y aumentar vínculos sociales gracias a la reducción o eliminación de la distancia o el tiempo. Pero al mismo tiempo generan incertidumbre e incomprensiones en el mundo escolar, aunque no se deben exclusivamente a la (in)comprensión del nuevo medio por parte de la institución escolar sino que también entra en juego la tradicional distancia o brecha generacional entre adultos y jóvenes., This paper by the CONINCOM research group presents some of the main conclusions of the AUSTICA project. Mainly, this document is focused in analyzing conflicts among teachers and students at school due to the use of new technologies. Starting at the ICTs use perspective, our research looks at a reality that still today presents itself as surprising and paradoxical. While formal education is still characterized by traditional literacies, the "new literacies" --those related to the skills and competencies of the 21st century-- are exercised and learned in mostly informal environments. An example of this could be all the digital activities and cultural practices that young people have during their leisure time. While most of the times the "adults" separate the digital and analogic life as two different realms, for the younger generations all takes part of one single reality. During our research, it has been observed that ICTs contribute to modify interpersonal relations of younger people. Social networking services, among others, have fundamentally changed their possibilities to keep in touch with their peers. This situation gives them more opportunities to create and increase social links by reducing or eliminating barriers related to distances and/or time. However, at the same time, all these new relations generate uncertainty and misunderstandings inside the traditional education institutions. The traditional distances or generational gaps then seem to be growing: there seems to be a consistent and ongoing misunderstanding of all new media by the traditional school, adding to existing cultural differences among young people and adults.

The majority of today's undergraduate students are 'digital natives'; a generation born into a world shaped by digital technologies. It is important to understand the significance of this when considering how to teach Digital Media to digital natives. This paper examines the analogies to literacy that recur in digital native debates. It argues that if the concept of digital literacy is to be useful, educators must attend to the multiple layers and proficiencies that comprise literacy. Rather than completely dispose of old teaching methods, updated pedagogical practices should integrate analysis and critique with exploratory and creative modes of learning.

En este artículo presentamos algunas de las conclusiones más destacadas del proyecto AUSTICA del grupo de investigación CONINCOM. Concretamente, focalizamos nuestra atención en el análisis de los conflictos que se dan en la escuela entre maestros y alumnos. En este punto, nuestra investigación afronta una realidad que aún hoy resulta sorprendente y paradójica. Mientras la educación formal obligatoria sigue estando caracterizada por una comprensión tradicional del concepto de alfabetización, los “nuevos alfabetismos”, aquellos que potencian habilidades y competencias propias del siglo XXI, se ejercitan en las prácticas culturales digitales que los jóvenes llevan a cabo en sus contextos de ocio y, por consiguiente, en entornos de naturaleza informal. Así, mientras los adultos generalmente separan lo digital de lo analógico, es decir, lo virtual de lo presencial, para los jóvenes, todo forma parte de una única dimensión: “la realidad”. En nuestro estudio se constata que las tecnologías contribuyen a modificar las relaciones interpersonales entre los propios jóvenes y que las redes sociales han ampliado la capacidad de mantenerse en contacto, ofreciendo más oportunidades para crear y aumentar vínculos sociales gracias a la reducción o eliminación de la distancia o el tiempo. Pero al mismo tiempo generan incertidumbre e incomprensiones en el mundo escolar, aunque no se deben exclusivamente a la (in)comprensión del nuevo medio por parte de la institución escolar sino que también entra en juego la tradicional distancia o brecha generacional entre adultos y jóvenes., This paper by the CONINCOM research group presents some of the main conclusions of the AUSTICA project. Mainly, this document is focused in analyzing conflicts among teachers and students at school due to the use of new technologies. Starting at the ICTs use perspective, our research looks at a reality that still today presents itself as surprising and paradoxical. While formal education is still characterized by traditional literacies, the “new literacies” – those related to the skills and competencies of the 21st century – are exercised and learned in mostly informal environments. An example of this could be all the digital activities and cultural practices that young people have during their leisure time. While most of the times the “adults” separate the digital and analogic life as two different realms, for the younger generations all takes part of one single reality. During our research, it has been observed that ICTs contribute to modify interpersonal relations of younger people. Social networking services, among others, have fundamentally changed their possibilities to keep in touch with their peers. This situation gives them more opportunities to create and increase social links by reducing or eliminating barriers related to distances and/or time. However, at the same time, all these new relations generate uncertainty and misunderstandings inside the traditional education institutions. The traditional distances or generational gaps then seem to be growing: there seems to be a consistent and ongoing misunderstanding of all new media by the traditional school, adding to existing cultural differences among young people and adults.

Purpose/Aim: Our purpose with this study is to examen the differences in communication between digital immigrants and digital natives, how the digitization has changed our way to communicate in an interpersonal matter. Main Results: Through our study we have concluded that barriers do exist between students (natives) and teachers (immigrants), but not to the extent we first predicted. The digitization has resulted in a change in the way we communicate and our relation to each other. But in a purely communicative matter, the digitization hasn’t made it harder for natives and immigrants to understand each other, but it has contributed to new vocabulary and the use of the language. New codes has been developed, but thanks to the younger generations ability to adapt to change - this linguistic difference it is not a problem for the understanding of the code used by the immigrants. Through our study, we discovered, however, an unwillingness or fear of the immigrants to adapt to the younger code, and adapt to the technological change. Key Words: digital native, digital immigrant, digitization, communication, interpersonal, barriers, code, encoding, decoding, context, culture

The rise of the digital technology, social networking or interactivity have an extensive impact on what is happening in virtual world. Users of Internet are more and more often introduced to the new available on-line tools. Some of them have adapted those new trends with no problems and they have been taking an advantage of them with an ease, whereas others have had problems with converting themselves into the new digital era. Alternatively, others are not fascinated by what Internet offers or they simply cannot afford it due to many circumstances. However, with no doubts, we can say that the Internet and the digital revolution brought about many issues to discuss or to have a research about. To some extent, new trends, especially the expansion of the Internet, are affecting all traditional media and this, in my opinion, might result in the new phenomena like potential division of society into Digital Natives and Digital Immigrants proposed by Prensky (2001a).The project focused on investigating motives for choosing sport websites by both groups with special consideration of interactivity factor. The motives have been checked via in-depth interviews using the sample of ten interviewees both private and professional users of Polish sport informative websites. I wanted to check whether my results either duplicate what Prensky described in his articles or they confirm contradictive opinion given by VanSlyke.Additionally, I have compared those most popular motives with sample of five most often visited Polish sport informative websites, according to Alexa rank (2012). The level of interactivity on those websites was assessed by an appearance of examples of new new media like blogs, podcasts, number of posts on Facebook fan pages, created account on Twitter or channel on YouTube (Levinson, 2010). Also possibility of commenting was taken into consideration. Having checked those variables via cyber ethnography method (secondary method) I was able to identify which of the s

The rise of the digital technology, social networking or interactivity have an extensive impact on what is happening in virtual world. Users of Internet are more and more often introduced to the new available on-line tools. Some of them have adapted those new trends with no problems and they have been taking an advantage of them with an ease, whereas others have had problems with converting themselves into the new digital era. Alternatively, others are not fascinated by what Internet offers or they simply cannot afford it due to many circumstances. However, with no doubts, we can say that the Internet and the digital revolution brought about many issues to discuss or to have a research about. To some extent, new trends, especially the expansion of the Internet, are affecting all traditional media and this, in my opinion, might result in the new phenomena like potential division of society into Digital Natives and Digital Immigrants proposed by Prensky (2001a).The project focused on investigating motives for choosing sport websites by both groups with special consideration of interactivity factor. The motives have been checked via in-depth interviews using the sample of ten interviewees both private and professional users of Polish sport informative websites. I wanted to check whether my results either duplicate what Prensky described in his articles or they confirm contradictive opinion given by VanSlyke.Additionally, I have compared those most popular motives with sample of five most often visited Polish sport informative websites, according to Alexa rank (2012). The level of interactivity on those websites was assessed by an appearance of examples of new new media like blogs, podcasts, number of posts on Facebook fan pages, created account on Twitter or channel on YouTube (Levinson, 2010). Also possibility of commenting was taken into consideration. Having checked those variables via cyber ethnography method (secondary method) I was able to identify which of the s

Purpose/Aim: Our purpose with this study is to examen the differences in communication between digital immigrants and digital natives, how the digitization has changed our way to communicate in an interpersonal matter. Main Results: Through our study we have concluded that barriers do exist between students (natives) and teachers (immigrants), but not to the extent we first predicted. The digitization has resulted in a change in the way we communicate and our relation to each other. But in a purely communicative matter, the digitization hasn’t made it harder for natives and immigrants to understand each other, but it has contributed to new vocabulary and the use of the language. New codes has been developed, but thanks to the younger generations ability to adapt to change - this linguistic difference it is not a problem for the understanding of the code used by the immigrants. Through our study, we discovered, however, an unwillingness or fear of the immigrants to adapt to the younger code, and adapt to the technological change. Key Words: digital native, digital immigrant, digitization, communication, interpersonal, barriers, code, encoding, decoding, context, culture

This study explored the concept of digital nativity and its educational implications, including application of the learning styles hypothesis. The concept of digital natives, first put forth by Marc Prensky, introduced the notion that individuals raised in a technological environment have developed in such a way as to utilize information differently than the non-native generations before them. This study examined the possibility that these differences may include an increased efficiency in the utilization of narrative imagery versus textual information. The potential benefit of utilizing narrative imagery as an instructional tool is discussed. An experimental test application was developed for the purpose of identifying any relevant learning trends among the digital native subject pool tested in this study. The results of this experiment were statistically analyzed to reveal the significance of the research. This analysis suggested a possible trend toward multimodal learning styles in the subject pool as well as indicating that digital natives may in fact utilize visual information more efficiently than textual information, reducing the training time requirement by nearly half.