Abstract

Digital native, the term ubiquitously used to describe contemporary learners, is fraught with debate over its meaning and measurement. The Digital Natives Assessment Scale (DNAS) was developed and validated to measure digital nativeness. This study extends the DNAS validation discussion with data from 178 participants in three teacher preparation programs in the United States. Confirmatory factor analysis results indicate the data fully fit neither Teo’s validated 21-item, 4-factor model, nor a theorized 30-item, 4-factor model. Further analyses showed the DNAS may not address the factors of digital nativeness. Discussion contributes dialog to the ongoing and growing critique of the construct. Future research within educational technology and beyond should focus on alternative conceptualizations of contemporary learners and educators.

摘要

数字原生，这个普遍用于描述当代学习者的术语，充满了对其含义和衡量标准的争论。数字原住民评估量表 (DNAS) 的开发和验证用于衡量数字原住民程度。本研究利用来自美国三个教师准备项目的 178 名参与者的数据扩展了 DNAS 验证讨论。验证性因子分析结果表明，数据既不完全符合 Teo 验证的 21 项 4 因子模型，也不符合理论化的 30 项 4 因子模型。进一步的分析表明，DNAS 可能无法解决数字原生性的因素。讨论有助于对话对结构的持续和日益增长的批评。教育技术内外的未来研究应侧重于当代学习者和教育者的替代概念化。