We’ve all heard the term “digital natives,” the idea that today’s students are born into technology, fluent in its use simply by growing up with it. But the reality is far more complex.
I’ve seen this in my own home. My two children are both Gen Z, only three years apart, and both grew up surrounded by technology. They were issued Chromebooks and iPads in school, and they’ve had smartphones since they were young.
And yet their approaches to technology couldn’t be more different.
My youngest took to it immediately, navigating apps, experimenting with tools, and embracing digital platforms for almost everything. I had to stop them from “powerwashing” and “rooting” their school Chromebook.
My oldest, on the other hand, still prefers paper and pencil. Notes, assignments, even brainstorming, it all happens offline. He has scores of notebooks he writes in. I’ll grab an old notebook for work and see it filled with recipes; He is now a professional baker.
Neither approach is better or worse, but it highlights an important truth: being part of a generation does not guarantee digital fluency. Proximity to technology isn’t the same as mastery, and comfort with one tool doesn’t mean readiness for another.
This matters in education. If we assume all students are “digital natives,” we risk overlooking the very real gaps in digital literacy, adaptability, and confidence. Some students may require additional support in learning to use technology critically and responsibly. Others may need guidance in balancing their reliance on digital tools with the focus and reflection that sometimes come more easily on paper.
That’s why I think of students less as digital natives and more as digital nomads. Each is navigating their own path through a vast technological landscape. Some settle easily into new tools, while others carry the familiar “maps” of older practices. Both approaches are valid—but both require intentional guidance.
For educators and designers, the takeaway is clear:
- Don’t assume fluency. Assess it.
- Provide choices that honor different learning preferences.
- Teach not just how to use tools, but how to think about them.
The real goal isn’t to make every student a tech expert. It’s to help them become adaptable, thoughtful learners—capable of choosing when technology enhances their work, and when it’s better to reach for a notebook and a pen.
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