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They Say, Who Cares, and So What Analysis
1. What is the “They Say” to which each writer is responding?
Kirschner & De Bruyckere
Kirschner and De Bruyckere respond to the widespread belief that today’s young people are “digital natives” who naturally possess advanced technological skills and the ability to multitask effectively. They quote claims such as Prensky’s assertion that digital natives have “natural skills” that education fails to support, and they cite research showing that these assumptions are myths. As the article states, many educators and policymakers “believe in the existence of yeti-like creatures… namely digital natives and human multitaskers,” even though “there is no credible evidence supporting their existence.”
Prensky
Prensky responds to the belief that students today are the same as previous generations and that traditional teaching methods still work for them. He argues that educators ignore a “fundamental” cause of educational decline: that “our students have changed radically.” He claims today’s learners think differently because they grew up immersed in digital technology.
2. How does each writer answer the “Who Cares” question?
Kirschner & De Bruyckere
Kirschner and De Bruyckere argue that teachers, administrators, and policymakers should care because designing education around the myth of digital natives leads to ineffective instruction. They emphasize that assuming students already possess digital literacy or multitasking skills prevents educators from teaching essential competencies. They warn that these myths “hinder rather than help learning,” making the issue directly relevant to anyone involved in education.
Prensky
Prensky argues that educators should care because the mismatch between how teachers teach and how students learn creates disengagement and failure. He states that Digital Immigrant teachers “struggle to teach a population that speaks an entirely new language,” and unless educators adapt, students will continue to tune out or drop out. The issue matters because it affects the success of every classroom.
3. How does each writer answer the “So What” question?
Kirschner & De Bruyckere
Kirschner and De Bruyckere argue that the consequences of believing in digital native and multitasking myths are harmful. If educators assume students already know how to use technology effectively, they fail to teach digital literacy. If they assume students can multitask, they design learning environments that overload attention and reduce learning. The authors conclude that educational reform must be “evidence informed,” not based on generational stereotypes.
Prensky
Prensky argues that if educators do not adapt to the needs and thinking patterns of Digital Natives, education will continue to fail them. He claims that teachers must change their methods—using faster pacing, more multimedia, and game-based approaches—because students “will not go backwards.” The “so what” is that the future of education depends on shifting both methodology and content to match the digital generation.
