Assessing digital nativeness in pre-service teachers: Analysis of the Digital Natives Assessment Scale and implications for practice

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.

Keywords:

• Digital native
• teacher education
• teacher preparation
• technology integration
• teaching/learning strategies 21st century abilities
• improving classroom teaching

Additional information

Notes on contributors

Matthew L. Wilson

Dr. Matthew L. Wilson is an Assistant Professor of Instructional Technology in Kennesaw State University's Bagwell College of Education. His research focuses on preparing P12 preservice and inservice teachers to integrate technology into teaching and learning, as well as educational gaming and the application of technology to improve P12 literacy outcomes.

Jacob A. Hall

Dr. Jacob A. Hall is an Assistant Professor of Educational Technology in the Childhood/Early Childhood Education Department at SUNY Cortland. His research interests include the preparation of teachers for blended learning environments, technology integration to meet the needs of diverse learners, and the integration of robotics and computational thinking with young children.

David J. Mulder

Dr. David J. Mulder serves as Associate Professor of Education at Dordt University where he teaches in the undergraduate Teacher Preparation Program and leads the Educational Technology track in the Master of Education program. His scholarly interests include teacher self-efficacy for technology integration, social presence theory, and the development of online learning communities.