One point I don't make frequently enough is that I am not anti-technology. My critique of the net gen, digital native discourse is not meant to support the status quo but rather it is motivated by a desire to ensure that our decisions are based on evidence, not hype. We do need to change and adapt to the new technologies but we need to be sure we are making appropriate changes and not changes that are driven by a naïve view of who our learners are and what their needs are.
Anoush and Littlejohn make the case for change:
"As students look to their lecturers for clues as to how to use technology tools for learning, many lecturers are unaware of the potential of these tools, since they themselves are not using emergent technologies for their own learning and work. While some lecturers recognise the educational value of some emergent technologies, others view these as ‘fads’. This situation could become exceedingly problematic as many social technologies such as blogs, wikis, and virtual worlds are progressively adopted by organisations, where employees are required to use them regularly for knowledge sharing and communication. This raises the question as to how well universities are preparing students for employment if they continue to dismiss these tools and more importantly the processes and philosophies of learning and collective knowledge creation underpinning these tools. " (pp. 22-23)