I suspect that we will see, in retrospect, that there are biological and neurological changes occurring due to technological changes, but it’s not really important. The remonstrations about the evidence remind me of scientists concluding that bumblebees can’t fly and philosophers concluding that there is no physical reality. Like Berkeley, I refute you thus, with the students I teach every term… but I will refrain from kicking them as proof!

The analogy I came up with a few days ago was that of eating. People eat very differently in times of abundance than scarcity. Their biology doesn’t significantly change (though it does some), but it would be foolish to look around and argue that people aren’t really eating differently, it’s just a change in their food context. It would be wiser to recognize that the socioeconomic context is an important factor to consider when it comes to nutrition and try to teach proper eating habits in an environment that is not just no longer one of hunting and gathering, but one that is very different for most of us from even 50 years ago.

But our institutions need to change because of the increasing complexity of society and globalization. Schools and universities play a dual role: accommodating learner’s method and mode of learning <i>and</i> transforming learners and preparing them to function in the world that is unfolding. This distinction may seem slight, but it's important. <br> Why should schools react to learner's methods of learning and interacting with content? Well, obviously, if we ignore how they interact with each other and with content, we are largely subjecting them to a mode of thinking (linear, certainty-based) that is at odds with how they experience life (complex, social, and collaborative). Contrary to Prensksy's views, this distinction is NOT a function of age. It's a function of attitude...a mindset of experimentation...experience with technology.

But the point is that these writers and researchers totally ignore or overlook people like me who were the earliest users and adapters, and are ourselves ‘natives’. Or more properly, we’re <em>pioneers</em>, since we’re the ones who built, tested, and worked the bugs out of many of these things. We were the people in the university computer labs, or in the military communications shops, who put this technology to real-world use, and, when we could, started bragging about it to our outside friends.