Selwyn's (2008) views have not changed substantially, but I also read and compared this to Selwyn (2011).
It seems to me that Selwyn with the combination of these two papers manages to show that the 'net generation' is a myth, in many respects, and as Judd & Kenndey point out (2010, p.630);
“There is strong evidence that multitasking has a negative impact on memory encoding, which has clear implications for learning outcomes” (Judd and Kennedy, 2010, p. 630)
References:
Judd, T. and Kennedy, G. (2011) 'Measurement and evidence of computer-based task switching and multitasking by ‘Net Generation’ students', Computers & Education, vol. 56, no. 3, pp. 625-631.
Selwyn, N. (2011) 'Digitally distanced learning: a study of international distance learners' (non)use of technology', Distance Education, vol. 32, no. 1, pp. 85-99.
Selwyin (2008) & Selwyn (2011)
Selwyn's (2008) views have not changed substantially, but I also read and compared this to Selwyn (2011).
It seems to me that Selwyn with the combination of these two papers manages to show that the 'net generation' is a myth, in many respects, and as Judd & Kenndey point out (2010, p.630);
“There is strong evidence that multitasking has a negative impact on memory encoding, which has clear implications for learning outcomes” (Judd and Kennedy, 2010, p. 630)
References:
Judd, T. and Kennedy, G. (2011) 'Measurement and evidence of computer-based task switching and multitasking by ‘Net Generation’ students', Computers & Education, vol. 56, no. 3, pp. 625-631.
Selwyn, N. (2011) 'Digitally distanced learning: a study of international distance learners' (non)use of technology', Distance Education, vol. 32, no. 1, pp. 85-99.