Introduction
Prensky (2001) claimed that “today’s students think and process information fundamentally differently than their predecessors” (p. 1), for example they like to multitask and prefer hypertext, so teachers need to adapt to suit them (Prensky 2001, 2013).
Prensky's views have been criticised on the grounds that generations are not homogenous, and that 'digital natives' have only narrow technological skills (Bennett, Maton & Kervin 2008; Thompson 2013).
I critically examine the idea that teachers need to cater to the non-linear, multitasking tendencies of the digital native generation, using evidence from cognitive psychology. The assignment is split into two parts: the first part examines whether linear or hypertext presentation of materials is better for students. The second part of the assignment is a hypertext exploration of the findings on multitasking.
I critically examine the idea that teachers need to cater to the non-linear, multitasking tendencies of the digital native generation, using evidence from cognitive psychology. The assignment is split into two parts: the first part examines whether linear or hypertext presentation of materials is better for students. The second part of the assignment is a hypertext exploration of the findings on multitasking.