The article "Digital Natives: Where is the Evidence?" by Ellen Helsper and Rebecca Eynon critically examines the concept of digital natives, which posits that younger generations have inherently different ways of interacting with technology compared to older generations. The authors argue that while new technologies have significantly influenced young people's lives, the differences in how they use and process information are not as profound as often claimed. They explore the relationship between age, experience, and breadth of use in defining digital nativeness, using data from the 2007 Oxford Internet Survey. The findings suggest that younger people are more likely to have a wide range of ICTs at home, use the Internet as a primary information source, multitask, and engage in online learning activities. However, these characteristics are not solely determined by age but also by experience, breadth of use, gender, education, and the presence of children in the household. The authors conclude that the distinction between digital natives and immigrants is not helpful and could even be harmful, as it fails to capture the complexity and diversity of how young people use technology. They recommend that educational policies and practices should focus on broadening technology use rather than assuming a dichotomy between users and non-users.The article "Digital Natives: Where is the Evidence?" by Ellen Helsper and Rebecca Eynon critically examines the concept of digital natives, which posits that younger generations have inherently different ways of interacting with technology compared to older generations. The authors argue that while new technologies have significantly influenced young people's lives, the differences in how they use and process information are not as profound as often claimed. They explore the relationship between age, experience, and breadth of use in defining digital nativeness, using data from the 2007 Oxford Internet Survey. The findings suggest that younger people are more likely to have a wide range of ICTs at home, use the Internet as a primary information source, multitask, and engage in online learning activities. However, these characteristics are not solely determined by age but also by experience, breadth of use, gender, education, and the presence of children in the household. The authors conclude that the distinction between digital natives and immigrants is not helpful and could even be harmful, as it fails to capture the complexity and diversity of how young people use technology. They recommend that educational policies and practices should focus on broadening technology use rather than assuming a dichotomy between users and non-users.