Digital Natives

The technologically savvy digital generation or generation natives are immersing themselves in cyber media related activities on a daily basis. Through these actions and the technological advancements we as educators are ill-prepared for the new digital landscapes of the 21st century, and the challenges one is to face globally, nationally, and regionally within the art education world. According to Kellner (2000), “globalization involves technological revolution in pursuit of global technocapitalism, which has a tremendous impact on local economies, polities, societies, culture, education, and individual experiences”.  

The proliferation of mass media and easy access for the generation natives has created a visual literate world. Although it has been over five decades since philosopher Nelson Goodman’s 1968 introduction to the notion of visual language through the Languages of Art, the concept of visual language, and the effect that the evolution of technology has had on it is still a highly discussed topic in the 21st century.

Through globalization, and the advancements of the digital generation, the generation natives are changing neurologically speaking in regards to the way that the neurotransmitters of serotonin, dopamine, adrenaline, noraderenaline, GABA, acetylcholine, glutamate, and endorphins are being triggered to release synoptically via the evolution of their biochemistry through digital experiences. According to Roberts, Foehr, and Rideout (2005), “modern children of technologically rich nations enjoy multimedia computer gaming because such hyperreal experiences fulfill their aesthetic gratifications”. We as educators are struggling to compact against the present educational curriculum, and the dynamic need of our students’ attention spans. No longer are educators able to captivate, and hold an audience of students for the entire class period, and neurologically speaking give their students the same gratification.

According to Sheng Kuan Chung (2009), “Art education must recognize the economy-dominated global forces the new technologies, and the new location of global visual culture, and in response develop new pedagogies to advance the project of human liberation and well-being”. Although the digital natives of the 21st century thrive under the technological advancements for access, equipment, facilities, and the extensive global network, we as an education system are creating students are ill-prepared for the digital landscape through the evolution and interaction of economies, polities, societies, culture, and individual experiences.

Chung, S. K. (2009). Art education and cybermedia spectacles in the age of globalization. In E. M. Delacruz, A. Arnold, M. Parsons, and A. Kuo, (Eds.), Globalization, art, and education (pp. 186-192). Reston, VA: National Art Education Association.

Delacruz, E. M. (2009). Art education in the age of new media: Toward global civil society. Art Education, 62(5), 13-18.

Lin, C. (2009). Beyond visual literacy competencies: Teaching and learning art with technology in the global age. In E. M. Delacruz, A. Arnold, M. Parsons, and A. Kuo, (Eds.), Globalization, art, and education (pp. 198-204). Reston, VA: National Art Education Association.