Introduction
Students are mistakenly assumed to have a high degree of skill in using, and affinity for, digital technologies. Within primary, secondary and tertiary sectors, students have been labelled ‘digital natives’, deemed to have different capabilities to that of previous generations. In addition, use of technology is often claimed to lead to addictive and socially isolating behaviours. This chapter problematises these kinds of assumptions and aims to leave readers better equipped to critically appraise popular discourse and, in some cases, the hype surrounding technologies and young people. The chapter presents a number of ‘myths’ and describes why they are mythical but explains why they have become points of contention within education. Consideration is given to different ‘myths’ and the chapter provides a number of suggestions for future reading both within this volume and further afield.
CRITICAL QUESTIONS
What constitutes good teaching? Does this teaching involve using digital technologies? If teachers do not use ICTs in their teaching, are they poor teachers?
What might be barriers to using technologies in schools?
What misbeliefs about teaching with technologies might be causing these barriers?
What labels are used to categorise people? Are they useful, harmful or simplistic?
Many myths and fables
The main section of this chapter specii es a particular myth, explains why it is mythical, and what has led to these kinds of (mis)beliefs permeating modern day thought and discourse.
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