Week 4 Blog Post – Digital Natives & Learning One idea from Prensky’s research that stood out to me is the “immigrant/native divide.” According to him, “digital natives” are people who grew up with technology, while “digital immigrants” had to learn it later in life (Prensky, 2001). This divide affects learning because digital natives process information faster and prefer interactive, game-like environments, while traditional teaching still leans on outdated methods. As a digital native myself, I notice that I learn better with visuals, videos, and interactive tools than with long lectures or textbooks. Kirschner challenges some of Prensky’s claims, especially the idea that digital natives are naturally “digitally literate.” Just because someone uses social media or plays video games doesn’t mean they know how to critically analyze sources, use productivity tools, or manage digital distractions (Kirschner & De Bruyckere, 2017). I’ve seen this in my own life—my friends and I are comfortable with tech, but that doesn’t mean we’re always using it effectively in academic settings. Reference (APA format): Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. https://doi.org/10.1016/j.tate.2017.06.001 Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.