Guest commentary: The myth surrounding the digital natives
By Gerhard Apfelthaler
In recent years, millennials and GenZ-ers have often been referred to as “digital natives” — a whole generation of people who excel in their command of computers, iPhones, digital platforms, media, and tools.
Indeed, in an era where smartphones are ubiquitous and social media platforms dominate daily interactions, it is easy to assume that today’s youth are inherently tech-savvy.
The thought of being left behind by the digital natives scared the living daylights out of people in my generation. Well, you might have to reconsider, as recent data suggests.
The newly released 2023 International Computer and Information Literacy Study (ICILS) challenges this assumption, revealing a concerning gap between superficial digital engagement and deep technological proficiency among American students.
ICILS is a study conducted by the International Association for the Evaluation of Educational Achievement.
It assesses eighth-grade students’ ability to use information and communication technologies effectively.
The 2023 study was conducted in 35 countries, including the United States, and it evaluated two key areas, computer and information literacy (CIL) and computational thinking (CT). CIL measures the capacity to use computers to investigate, create, participate, and communicate, while CT assesses the ability to solve problems using computer-based technologies.
The findings are sobering.
American students scored below the international average in both CIL and CT.
While they excel at navigating social media and entertainment platforms, their skills in critical areas such as evaluating information credibility, using digital tools for problem-solving, and understanding basic programming concepts are lacking.
This discrepancy highlights a significant issue: proficiency in casual digital activities does not equate to comprehensive digital literacy.
To put it bluntly, young people are good at clicking and swiping, but beyond that, it is close to zero, nada, zip.
Comparatively, students from countries like Denmark, Finland, and South Korea outperformed their American counterparts.
These nations have integrated robust digital literacy programs into their educational curricula, emphasizing not just the use of technology but also the development of critical thinking and problem-solving skills in digital contexts.
Their students are trained to discern credible information from misinformation, a crucial skill in today’s information-rich environment.
The US’s lag in this area can be attributed to several factors.
First, there is a misconception that exposure to technology naturally leads to proficiency.
This belief has led to a lack of structured digital literacy education in schools.
Second, socioeconomic disparities result in unequal access to quality digital education resources, further widening the proficiency gap.
All of this is exacerbated by the rapid rise of artificial intelligence.
The implications of American youths’ deficiencies are far-reaching.
Eighth graders move on to graduate from high school, attend college and enter the workforce unprepared for a world in which digital competence is crucial not only for individual academic success and employability but also corporate competitiveness.
American students are clearly at a disadvantage.
The job market demands more than the ability to navigate social media; it requires skills in data analysis, digital communication, and the use of specialized software. Without a strong foundation in these areas, the future workforce may struggle to meet industry demands.
Addressing this issue requires a focused and multi-pronged approach. Educational institutions must recognize that digital literacy is as fundamental as traditional literacy and numeracy.
Curricula at all levels should be updated to include comprehensive digital literacy programs that go beyond basiccomputer use, focusing on critical evaluation of online information, understanding digital footprints, fostering computational thinking, and using technology in productive ways.
Educators play a pivotal role in this transformation, but they are often under-skilled themselves.
Professional development programs must equip educators with the necessary skills and knowledge to teach digital literacy effectively.
Training in the latest technological tools and pedagogical strategies to engage students in meaningful digital learning experiences is becoming a must for high schools and colleges alike.
Furthermore, policymakers must address the digital divide that exacerbates educational inequalities.
Ensuring that all students have access to the necessary technology and internet connectivity is essential.
Investment in infrastructure, particularly in underserved communities, will help bridge this gap and provide equal opportunities for digital learning.
Parents and guardians also have a role to play.
Encouraging children to explore educational technologies and engage in activities that promote critical thinking can complement formal education.
Modeling responsible digital behavior and discussing the importance of digital literacy at home can reinforce these values.
The ICILS 2023 results should serve as a wake-up call.
The myth of the digital native has led to complacency in addressing the real digital literacy needs of our youth.
The findings of the study highlight the urgent need for a paradigm shift in how we approach digital education.
It is time to move beyond the assumption that familiarity with technology equates to proficiency.
And it is time to redefine what the liberal arts are in the 21st century.
Through implementing comprehensive digital literacy education and addressing systemic inequalities, we can equip the next generation with the skills they — and our economy and society — need to thrive in an increasingly digital world.
Gerhard Apfelthaler is a professor and dean at the School of Management at California Lutheran University.
