Student Engagement and Experience Journal (2012). Volume: 1, Issue: 1. Pages: 1-15. Ben Woodcock, Andrew Middleton, Anne Nortcliffe et al.Ownership of mobile smartphones amongst the general consumer, professionals and students is growing exponentially….

Science (1958). Volume: 128, Issue: 3330. Pages: 969-977. B F Skinner et al.The need for efficiency in education. Challenges, including class sizes, are getting in the way. Vanishing technique: start be giving explicit instruction and contol and slowly…

Lifelong Learning (2007). Volume: 2, Issue: January. Pages: 1-8. Graham Attwell et al.This paper explores some of the ideas behind the Personal Learning Environment and considers why PLEs might be useful or indeed central to learning in the future. Thi…

British Journal of Educational Technology (2008). Volume: 39, Issue: 5. Pages: 775-786.

Sue Bennett, Karl Maton, Lisa Kervin et al.

The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed ‘digital natives’ or the ‘Net generation’, these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a ‘moral panic’. We propose that a more measured and disinterested approach is now required to investigate ‘digital natives’ and their implications for education.

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Harvard Educational Review (1961). Volume: 31, Issue: 4. Pages: 377-398.

Current Suggestions et al.

In 1954, B. F. Skinner published his first discussion of teaching machines utilizing the results of experimental investigations on the effects of reinforcement in learning. Since that time many educators and psychologists have become interested in the technical and ethical issues involved in programmed instruction. In this article Professor Skinner discusses specific types of teaching machines and the particular types of “learning” possible through the use of these machines.

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