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

Matthew L. Wilson · Jacob A. Hall · David J. Mulder

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Generational Differences and Trends Digital literacy in education Learning Styles and Cognitive Differences

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.

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1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 2015A primer on partial least squares structural equation modeling (PLS-SEM)2006Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge 2001Digital Natives, Digital Immigrants Part 1 1999Sample size in factor analysis.1986Introduction to Classical and Modern Test Theory 2015Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares 2008The ‘digital natives’ debate: A critical review of the evidence

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