Outside of research, few people even mention the science of teaching and learning. When research is mentioned, it’s often flatly wrong. Psychologists Paul Kirschner and Jeroen van Merriënboer reviewed three “urban legends” in education that have no solid basis in the research literature.
The first myth reviewed has two related parts. The myth claims that modern children are “digital natives” who can learn easily from technological sources (e.g. computers). Children now have become independent and creative learners who can communicate, learn, and solve problems easily with technology. Relatedly, children are thought to be able to multitask with technology efficiently (e.g. doing homework like using social media). With regard to the digital natives claim, the authors review research that questions how tech-savvy young people are according to research. Students in many Western countries were found to have low or limited knowledge of information technology. Their skills were resticted to email, mobile phones, and basic software programs. Another study claims that students demonstrate the butterfly defect, where they click through hyperlinks without delving into the content deeply. Researchers in Finland surveyed the technological knowledge of young student teachers and also found their knowledge to be limited. Technology was used primarily for passive consumption, not active creation.