You’re Not Automatically Good at Technology Just Because You Grew Up With It

Written by: Evan Redding

For most of my life, I’ve heard people say that my generation has an advantage because we’re “digital natives.” The assumption has always been that since we grew up with phones, social media, and the internet, we naturally understand technology better than older generations. But after watching *The Biggest Myth in Education* (White, 2014), I started to realize that this idea isn’t completely true. Just because we use technology every day doesn’t mean we know how to use it effectively, especially in academic or professional settings.

One thing that surprised me most was how often people confuse being comfortable with technology with actually being skilled at it. I can scroll through social media, post content, and communicate easily online, but that doesn’t mean I always know how to evaluate whether a source is credible or how to present myself professionally online. Research by Bennett, Maton, and Kervin (2008) also challenges the “digital native” idea, explaining that students’ technology skills vary widely and are not guaranteed just because of their age. Looking back, I realized that in school, teachers often expected us to already know how to use technology for research and learning. Most of the time, I had to figure things out myself through trial and error rather than direct instruction.

Another concept that changed how I think about technology was the Visitors and Residents model explained in *Visitors and Residents* (White, 2011). Before learning about this model, I never really thought about how my purpose affects how I use the internet. When I use Google to quickly find information for homework, I’m acting as a visitor because I’m just using the internet as a tool to complete a task. But when I post on LinkedIn, interact with others, or build my online presence, I’m acting as a resident because I’m using the internet as a place to exist and engage. This made me realize that being active online professionally is something I need to be intentional about, especially as a marketing major preparing for my future career.

This connects to something I read from White and Le Cornu (2011), who explain that online participation is not defined by age but by motivation and context. This really stood out to me because it shows that anyone can develop strong digital skills if they actively engage and learn, regardless of when they were born. It also made me realize that building a professional digital identity is a skill that takes effort and practice.

These myths have definitely influenced my education. Teachers sometimes assumed we already understood how to use digital tools, which meant less instruction on important skills like evaluating sources or managing a professional online presence. While I’ve become comfortable with technology socially, I now understand that using it professionally is different and requires more intention. One question I still have is how schools can better teach digital literacy so students are truly prepared for careers. Overall, these ideas helped me realize that being around technology my whole life doesn’t automatically make me an expert. It’s something I still need to actively learn and improve.