Digital Natives, Digital Immigrants Part 1

On the Horizon
Digital Natives, Digital Immigrants Part 1

Marc Prensky
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ON
H ORIZON
the
TH E
S TRATEGI C
PL A NN IN G
RESO U RC E
FOR
ED U C ATIO N
P ROFES SIO NA L S
September/October 2001
Volume 9, Number 5
Digital Natives, Digital

Immigrants Part 1
Marc Prensky
games2train.com and Corporate Gameware LLC

marc@games2train.com
t is amazing to me how, in all the hoo-ha

and debate these days about the decline of
education in the USA, we ignore the most
fundamental of its causes. Our students
have changed radically. Todays students are
no longer the people our educational system
was designed to teach.
Todays students have not just changed
incrementally from those of the past, nor
simply changed their slang, clothes, body
adornments, or styles, as has happened
between generations previously. A really big
discontinuity has taken place. One might even
call it a singularity an event which changes
things so fundamentally that there is absolutely
no going back. This so-called singularity is
the arrival and rapid dissemination of digital
technology in the last decades of the twentieth
century.
Todays students K-12 through college
represent the first generations to grow up
with this new technology. They have spent
their entire lives surrounded by and using
computers, videogames, digital music players,
video cams, cell phones, and all the other toys
and tools of the digital age. Todays average
college grads have spent fewer than 5,000
hours of their lives reading, but over 10,000
hours playing video games (not to mention
20,000 hou rs watching TV ). Computer
games, e-mail, the Internet, cell phones and
instant messaging are integral parts of their

lives.
It is now clear that, as a result of this
ubiquitous environment and the sheer volume
of their interaction with it, todays students
think and process information fundamentally
differently from their predecessors. These
differences go far further and deeper than
most educators suspect or realize. Different
kinds of experiences lead to different brain
structures, says Dr Bruce D. Berry of Baylor
College of Medicine. As we shall see in the next
installment, it is very likely that our students
brains have physically changed and are
different from ours as a result of how they
grew up. But whether or not this is literally
true, we can say with certainty that their
thinking patterns have changed. I will get to
how they have changed in a minute.
What should we call these new students
of today? Some refer to them as the N-(for
Net)-gen or D-(for digital)-gen. But the most
useful designation I have found for them is
Digital Natives. Our students today are all
native speakers of the digital language of
computers, video games and the Internet.
So what does that make the rest of us?
Those of us who were not born into the
digital world but have, at some later point in
our lives, become fascinated by and adopted
many or most aspects of the new technology
continued on page 3
IN THIS ISSUE:
Digital Natives, Digital Immigrants

Park 1
Marc Prensky . . . . . . . . . . . . . . . 1
From the Editor

On the Horizon Broadens its Horizons
To Publish May Be To Perish?
Tom P. Abeles . . . . . . . . . . . . . . . 2
Legacy-based Thinking II: Resisting New
Tools and Competencies
Arthur Harkins and George Kubik . . . . 6
A Voice from Pari
Elena Liotta . . . . . . . . . . . . . . . 10
Scanning the Environment

NextEd Offers Multiple Services for
Hitting Asian Marketplace
George Lorenzo . . . . . . . . . . . . . 13
Book Reviews
Is it or isnt it?
Tom Abeles . . . . . . . . . . . . . . . . 15
are actively seeking alternatives to distribution of

traditional journal articles through a limited number of
publishing houses that control rights and are considered
to be making exceedingly large profits through their
control of the distribution of what is seen, traditionally,
as public knowledge. In addition to the academics,
scholarly libraries have become concerned, as the
proliferation of journals and the rapidly rising costs
severely pressure increasingly limited budgets.
Not only is the academic community faced with
confronting the issues of preprints, online journals and
increasing numbers of traditional publications, but
also the electronic medium adds what has traditionally
been fugitive literature or knowledge on the fringe.
This includes, in particular, materials from conferences,
workshops and seminars th at in the past have
la nguished in the archives of small, specialized
associations and scholarly societies. Often relegated to
obscure collections or recast for traditional venues,
they now are becoming available through the Internet
in a variety of formats.
The rise of semantic search engines makes these
visible to the larger community of researchers and
students, yet one cannot ascertain whether these are
critical or serve only to increase the information
overload. We are facing a world where the cost per bit
of information is getting cheaper, while the cost of a
useful bit may be exceedingly costly. In such a world,
where fiscal resources are limited, how does The
Academy cope?
Addit ionally, campu ses, ma ny of which have
embraced the delivery of knowledge through a variety
of IT products and processes, including the Internet,
are faced with shifting library u sage, including
decreased use of both the physical space and print
resources. There is increasing concern that end users
will seek no further than electronic sources and that
the traditional social functions of a campus library
may yield to lessons learned from the larger booksellers
with their coffee-houses.
Thus, OTH itself becomes a probe into the venerable
publishing institution and a sensor as to what might lie
ahead in the arena of academic publishing. What,
indeed, are the implications for The Academy? What is
the function of print in The Academy? What do
traditional publishing and the growing number of
scholarly electronic jou rnals imply? With the
exponential growth of various forms of e-learning
accessible to both on- and off-campus students, for
what should the building fund be used clicks or
bricks? Do we see the future through the eyes of a
cyber immigrant or a cyber native?
On the Horizon will be looking in depth at these hard
questions and others, as our scanning radar is amplified
with the resources of Emerald and our expanded
format allows a more critical interpretation. l
Digital Natives, Digital Immigrants

Part 1
continued from page 1
are, and always will be, compared with them, Digital

Immigrants.
The importance of the distinction is this: As Digital
Immigrants learn like all immigrants, some better
than others to adapt to their environment, they
always retain, to some degree, their accent, that is
their foot in the past. The digital immigrant accent
can be seen in such things as turning to the Internet for
information second rather than first, or in reading the
manual for a program rather than assuming that the
program itself will teach us to use it. Todays older folk
were socialized differently from their kids, and are
now in the process of learning a new language. And a
language learned later in life, scientists tell us, goes into
a different part of the brain.
A language learned later in life,

scientists tell us, goes into a different
part of the brain
There are hundreds of examples of the digital immigrant
accent. They include printing out your e-mail (or having
your secretary print it out for you an even thicker
accent); needing to print out a document written on the
computer in order to edit it (rather than just editing on
the screen); and bringing people physically into your
office to see an interesting Web site (rather than just
sending them the URL). Im sure that you can think of
one or two examples of your own without much effort.
My own favorite example is the Did you get my e-mail?
phone call. Those of us who are Digital Immigrants can,
and should, laugh at ourselves and our accent.
But this is not just a joke. Its very serious, because
the single biggest problem facing education today is
that our Digital Immigrant instructors, who speak an
outdated language (that of the pre-digital age), are
struggling to teach a population that speaks an entirely
new language.
This is obvious to the Digital Natives school often
feels pretty much as if weve brought in a population of
heavily accented, unintelligible foreigners to lecture
them. They often cant understand what the Immigrants
are saying. What does dial a number mean, anyway?
Lest this perspective appear radical, rather than just
descriptive, let me highlight some of the issues. Digital
Natives are used to receiving information really fast.
They like to parallel process and multi-task. They
prefer their graphics before their text rather than the
opposite. They prefer random access (like hypertext).
On the Horizon September/October 2001
They function best when networked. They thrive on

instant gratification and frequent rewards. They prefer
games to serious work. (Does any of this sound
familiar?)
Digital N atives are used to receiving

inform ation really fast.T hey like to
parallel process and m ulti-task
But Digital Immigrants t ypically have very little

appreciation for these new skills that the Natives have
acquired and perfected though years of interaction and
practice. These skills are almost totally foreign to the
Immigrants, who themselves learned and so choose
to teach slowly, step-by-step, one thing at a time,
individually, and above all seriously. My students just
dont _____ like they used to, Digital Immigrant
educators grouse. I cant get them to ____ or to ____.
They have no appreciation for _____ or _____ . (Fill in
the blanks there are a wide variety of choices.)
Digital Immigrants dont believe that their students
can learn successfully while watching TV or listening to
music, because they (the Immigrants) cant. Of course
not they didnt practice this skill constantly for all of
their formative years. Digital Immigrants think that
learning cant (or shouldnt) be fun. Why should they?
They didnt spend their formative years learning with
Sesame Street.
Unfortunately for our Digital Immigrant teachers,
the people sitting in their classes grew up on the
twitch speed of video games and MTV. They are used
to the instantaneity of hypertext, downloaded music,
phones in their pockets, a library on their laptops,
beamed messages and instant messaging. Theyve been
networked most or all of their lives. They have little
patience for lectures, step-by-step logic, and tell-test
instruction.
Digital Immigrant teachers assume that learners are
the same as they have always been, and that the same
methods that worked for the teachers when they were
students will work for their students now. But that
assumption is no longer valid. Todays learners are
different. Www.hungry.com, said a kindergarten
student recently at lunch-time. Every time I go to
school I have to power down, complains a high-school
student. Is it that Digital Natives cant pay attention, or
that they choose not to? Often from the Natives point
of view their Digital Immigrant instructors make their
education not worth paying attention to compared
with everything else they experience and then they
blame them for not paying attention!
And, more and more, they wont take it. I went to a
highly ranked college where all the professors came
from MIT, says a former student. But all they did was
4
read from their textbooks. I quit. In the giddy Internet

bubble of a only a few months ago when jobs were
plentiful, especially in the areas where school offered
little help this was a real possibility. But the dot-com
drop-outs are now returning to school. They will have
to confront once again the Immigrant/Native divide,
and have even more trou ble, g iven their recent
experiences. And that will make it even harder to teach
them and all the Digital Natives already in the system
in the traditional fashion.
So what should happen? Should the Digital Native
students learn the old ways, or should their Digital
Immigrant educators learn the new? Unfortunately, no
matter how much the Immigrants may wish it, it is
highly unlikely tha t the Digital Na tives will go
backwards. In the first place, it may be impossible
their brains may already be different. It also flies in the
face of everything we know about cultural migration.
Kids born into any new culture learn the new language
easily, and forcefully resist using the old. Smart adult
immigrants accept that they dont know about their
new world and take advantage of their kids to help
them learn and integrate. Not-so-smart (or not-soflexible) immigrants spend most of their time grousing
about how good things were in the old country.
So, unless we want to just forget about educating
Digital Natives until they grow up and do it themselves,
we had better confront this issue. And in so doing we
need to reconsider both our methodology and our
content.
First, our methodology. Todays teachers have to
learn to communicate in the language and style of their
students. This doesnt mean changing the meaning of
what is important, or of good thinking skills. But it
does mean going faster, less step-by step, more in parallel,
with more random access, a mong other things.
Educators might ask, But how do we teach logic in
this fashion? While its not immediately clear, we do
need to figure it out.
N ot-so-sm art im m igrants spend m ost

of their tim e grousing about how good
things w ere in the old country
Second, our content. It seems to me that after the digital
singularity there are now two kinds of content:
Legacy content (to borrow the computer term for old
systems) and Future content.
Legacy content includes reading, writing, arithmetic,
logical thinking, understanding the writings and ideas
of the past, etc. all of our traditional curriculum. It
is of course still important, but it is from a different era.
Some of it (such as logical thinking) will continue to be
important, but some (perhaps like Euclidean geometry)

will become less so, as did Latin and Greek.
Future content is to a large extent, not surprisingly,
digital and technological. But, while it includes software,
hardware, robotics, nanotechnology, genomics, etc., it
also includes the ethics, politics, sociology, languages
and other things that go with them. This Future
content is extremely interesting to todays students. But
how many Digital Immigrants are prepared to teach it?
Someone once suggested to me that kids should only
be allowed to use computers in school that they have
built themselves. Its a brilliant idea that is very doable
from the point of view of the students capabilities. But
who could teach it?
Legacy content includes reading,

writing, arithm etic , logical thinking,
understanding the w ritings and ideas
of the past
As educators, we need to be thinking about how to
teach both Legacy and Future content in the language
of the Digital Natives. The first involves a major
translation and change of methodology; the second
involves all that plus new content and thinking. Its not
actually clear to me which is harder learning new
stuff or learning new ways to do old stuff. I suspect
that its the latter.
So we have to invent, but not necessarily from
scratch. Adapting materials to the language of Digital
Natives has already been done successfully. My own
preference for teaching Digital Natives is to invent
computer games to do the job, even for the most
serious content. After all, its an idiom with which most
of them are totally familiar.
Not long ago a group of professors showed up at my
company with new computer-aided design (CAD)
software they had developed for mechanical engineers.
Their creation was so much better than what people
were currently using that they had assumed that the
entire engineering world would quickly adopt it. But
instead they encountered a lot of resistance, due in
large part to the products extremely steep learning
curve the software contained hundreds of new
buttons, options and approaches to master.
Their marketers, however, had a brilliant idea.
Observing that the users of CAD software were almost
exclusively male engineers between 20 and 30, they
said, Why not make the learning into a video game!
So we invented and created for them a computer game
in the first person shooter style of the consumer
games Doom and Quake, called The Monkey Wrench
Conspiracy. Its player becomes an inter-galactic secret
agent who has to save a space station from an attack by
the evil Dr Monkey Wrench. The only way to defeat
him is to use the CAD software, which the learner must

employ to build tools, fix weapons, and defeat boobytraps. There is one hour of game time, plus 30 tasks,
which can take from 15 minutes to several hours,
depending on ones experience level.
Monkey Wrench has been phenomenally successful in
getting young people interested in learning the software.
It is widely used by engineering students around the
world, with over 1 million copies of the game in print
in several languages. But, while the game was easy for
my Digital Native staff to invent, creating the content
turned out to be more difficult for the professors, who
were used to teaching courses that started with Lesson
1 the Interface. We asked them instead to create a
series of graded tasks, into which the skills to be
learned were embedded. The professors had made fiveto-ten-minute movies to illustrate key concepts; we
asked them to cut them to under 30 seconds. The
professors insisted that the learners do all the tasks in
order; we asked them to allow random access. They
wanted a slow, academic pace; we wanted speed and
urgency (we hired a Hollywood scriptwriter to provide
this.) They wanted written instructions; we wanted
computer movies. They wanted the tradit ional
pedagogical language of learning objectives, mastery,
etc. (e.g. in this exercise you will learn ); our goal
was to completely eliminate any language that even
smacked of education.
Their creation was so m uch better

than w hat people were currently
using that they had assum ed that the
entire engineering w orld w ould quickly
adopt it
In the end the professors and their staff came through
brilliantly but because of the large mind-shift required
it took them twice as long as we had expected. As they
saw the approach working, though, the new Digital
Native methodology became their model for more
and more teaching both in and out of games and
their development speed increased dramatically.
Similar rethinking needs to be applied to all subjects
at all levels. Although most attempts at edutainment
to date have essentially failed from both the education
and the entertainment perspective, we can and will, I
predict do much better.
In math, for example, the debate must no longer be
about whether to use calculators and computers they
are a part of the Digital Natives world but rather
how to use them to instill the things that are useful to
have internalized, from key skills and concepts to the
multiplication tables. We should be focusing on future
math approximation, statistics, binary thinking.
In geography which is all but ignored these days

there is no reason why a generation that can memorize
over 100 Pokmon characters with all t heir
characteristics, history and evolution cant learn the
names, populations, capitals and relationships of all the
101 nations in the world. It just depends on how it is
presented.
We need to invent Digital Native methodologies for
all subjects, at all levels, using our students to guide us.
The pro cess has already begun I know college
professors inventing games for teaching subjects
ranging from math to engineering to the Spanish
Inquisition. We need to find ways of publicizing and
spreading their successes.
A frequent objection I hear from Digital Immigrant
educators is this approach is great for facts, but it
wouldnt work for my subject. Nonsense. This is just
rationalization and lack of imagination. In my talks I
now include thought experiments, where I invite
professors and teachers to suggest a subject or topic,
and I attempt on the spot to invent a game or other
Digital Native metho d for learning it. Classical
philosophy? Create a game in which the philosophers
debate and the learners have to pick out what each
would say. The Holocaust? Create a simulation where
students role-play the meeting at Wannsee, or one
where they can experience the true horror of the
camps, as opposed to the films like Schindlers List. Its
just dumb (and lazy) of educators not to mention
ineffective to presume that (despite their traditions)
the Digital Immigrant way is the only way to teach, and
that the Digital Natives language is not as capable as
their own of encompassing any and every idea.
So if Digital Immigrant educators really want to
reach Digital Natives i.e. all their students they will
have to change. Its high time for them to stop their
grousing and, as the Nike motto of the Digital Native
generation says, Just do it! They will succeed in the
long run and their successes will come that much
sooner if their administrators support them.
Next issue
The scientific evidence behind the Digital Natives
thinking changes, and the evidence that Digital Nativestyle learning works!
NOTE
Marc Prensky is the author of Digital Game-Based
Learning (McGraw-Hill, 2001) and Founder and CEO
of Games2Train.com The Monkey Wrench Conspiracy
CD can be purchased for $10 at www.games2train.com/
site/html/tutor.htmll
REFERENCE
Prensky, M. (2001), Digital Game-Based Learning,
McGraw-Hill.
6
Legacy-based
Thinking II: Resisting
New Tools and
Competencies
Arthur Harkins
University of Minnesota, Minneapolis, Minnesota
harki001@um n.edu
George Kubik
University of Minnesota, Minneapolis, Minnesota
kubi0021@um n.edu
Introduction
This is the sixth article in our series projecting a shift
from learning to perform to performing to learn. This
article summarizes and comments upon the last of
three story-writing exercises undertaken by 166
Minnesota public school administrators in late January
2001.
n all of our a rticles we have argued t hat

performance-based learning (PBL) can effectively
create learning in the context of tasks supported by
distributed competence (DC) software. We have
submitted that PBL is a process that encourages
learning based on authentic performances supported
by DC software, and that such learning should lead to
performance u pgrades and innovations in task
conception and accomplishment. Such upgrades and
innovations are not guaranteed; they are potentials in
the futures of human performers and their networked
DC software.
How did the public school administrators in our
workshop sample respond to the prospects of PBL in
both the school and the work venues? Were they
hopeful that PBL-driven schools might produce better
prospects for the workforce? Could these prospects be
produced earlier, and demonstrate superior ability to
perform tasks and compete successfully against new
and incumbent workers?
PBL can effectively create learning in

the context of tasks supported by D C
software
We will examine the results of the StoryTech that
dealt with these issues, and then comment on the
qualities of PBL that distinguish it from contemporary
educational practices, even as the workforce demonstrates
its increasing reliance on PBL.
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Digital Natives, Digital Immigrants Part 1

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On the Horizon

Digital Natives, Digital Immigrants Part 1

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From the Editor

Arthur Harkins and George Kubik . . . . 6

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On the Horizon September/October 2001

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On the Horizon September/October 2001

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