Aprendizajes en ambiente digital

The digital natives as learners: Technology use patterns and approaches to learning

Thompson (2012)

Revista: Computers & Education





This study investigated the claims made in the popular press about the “digital native” generation as learners. Because students' lives today are saturated with digital media at a time when their brains are still developing, many popular press authors claim that this generation of students thinks and learns differently than any generation that has come before, but the evidence to support these claims is scarce. This study used a survey to gather data on the technology use of university freshmen, the degree to which they identified with the claims being made about their approaches to learning, and the productiveness (in terms of focused attention, deep processing, and persistence) of their approaches to learning.

Valid surveys were received from 388 freshmen at a large Midwestern land grant university. A factor analysis was used to identify meaningful patterns of technology use, and descriptive statistics, analysis of correlations, and extreme group t-tests were used to explore the relationships between technology use patterns and learning characteristics. The findings indicate some positive correlations between use of digital technology and the characteristics ascribed in the popular press to the digital native learners, and negative correlations between some categories of technology use and the productiveness of student learning behaviors. Overall, however, the small to moderate relationships suggest a less deterministic relationship between technology and learning than what the popular press writers claim.


Children and Young People's Home Use of ICT for Educational Purposes: The Impact on Attainment at Key Stages 1-4

Valentine, J. Marsh & BMRB (2005)

Publicación: Research Report, Department for Education and Skills, University of Leeds



Executive Summary

This report summarises the findings of a research project undertaken to understand the links between children’s educational uses of Information and Communication Technologies (ICT) at home and their performance and attainment at school. It is based on research conducted in the summer term, 2004, in 12 schools in England. This study aimed to:

  • Investigate the types and amount of home use of ICT by children and young people at Key Stages 1-4;
  • Establish the relationship between the types and amount of home use of ICT and children and young people’s attainment at school;
  • Identify the drivers for home use of ICT by pupils and what motivates pupils to choose (or not choose) to use ICT;
  • Establish the significance of digital divide issues in the relationship between home use of ICT and attainment.


The research involved three stages:

  • A self completion questionnaire survey of children and young people in years 6, 9 and 11 about their use of ICT, outside of school, across all curriculum subjects and for non-subject specific educational purposes. Questionnaires were sent home via primary schools for parents of year 2 children to complete.
  • On the basis of this national survey, 111 children and their parents/carers (from diverse social backgrounds and with diverse patterns of ICT use), as well as both primary and secondary teachers, were recruited to take part in qualitative interviews. In addition to the interviews, a log of computer-related activities was kept by 62 year 6, 9 and 11 pupils. 23 year 2 pupils kept logs over the period of one week
  • Analysis of the statistical relationship between children’s use of ICT out of school and their attainment in national tests and GCSEs.