The paper by Bennett, Maton, and Kervin critically reviews the concept of "digital natives" and the associated debate in education. The authors argue that the idea of a new generation of students, immersed in technology from an early age, has sparked significant attention and calls for educational reform. However, they question the empirical and theoretical basis of these claims, suggesting that the debate is akin to an academic form of moral panic. The paper examines the assumptions underlying the concept of digital natives, including their alleged sophisticated technical skills and distinct learning preferences. It highlights that research evidence is limited and often based on anecdotes and common-sense beliefs. The authors find that while some young people are highly adept with technology, there is also a significant proportion who lack the predicted levels of access or skills. They also challenge the notion of a homogenous generation with uniform learning styles, noting that cognitive differences and variations within age groups should be considered. The paper concludes by calling for a more measured and disinterested approach to investigating the implications of digital natives for education, emphasizing the need for rigorous research to inform future debates and policymaking.The paper by Bennett, Maton, and Kervin critically reviews the concept of "digital natives" and the associated debate in education. The authors argue that the idea of a new generation of students, immersed in technology from an early age, has sparked significant attention and calls for educational reform. However, they question the empirical and theoretical basis of these claims, suggesting that the debate is akin to an academic form of moral panic. The paper examines the assumptions underlying the concept of digital natives, including their alleged sophisticated technical skills and distinct learning preferences. It highlights that research evidence is limited and often based on anecdotes and common-sense beliefs. The authors find that while some young people are highly adept with technology, there is also a significant proportion who lack the predicted levels of access or skills. They also challenge the notion of a homogenous generation with uniform learning styles, noting that cognitive differences and variations within age groups should be considered. The paper concludes by calling for a more measured and disinterested approach to investigating the implications of digital natives for education, emphasizing the need for rigorous research to inform future debates and policymaking.