We are all digital immigrants now

Key points:

In the emerging age of generative AI, the boundaries of digital expertise are being redrawn, reshaping how we interact with technology and redefining what it means to be digitally literate. Generative AI tools, with their ability to create seemingly human-like text, images, and even code, represent a seismic shift in how information is produced and consumed.

Unlike traditional technologies that rely on human input to function, generative AI actively collaborates with users, challenging even the most technologically literate individuals to rethink their relationship with digital systems. This evolution has revised, if not totally disrupted, the playing field, positioning all of us as digital immigrants navigating to a new rapidly changing landscape of capabilities and ethical complexities. I have never been a fan of the concept of digital natives, but at this point, it seems like the disruptive nature of generative AI tools will force a review of the concept.

The nature of generative AI demands a recalibration of how we approach digital literacy. While digital natives may be fluent in navigating social media, streaming platforms, or gaming environments, generative AI introduces a new layer of complexity, requiring not just technical skills, but critical thinking, ethical discernment, and adaptability. These tools are no longer passive repositories of information; they are active participants in creation, capable of generating outputs that blur the lines between human and machine intelligence. For everyone, regardless of their prior digital experience, this represents an unfamiliar frontier, necessitating a mindset of lifelong learning and humility. As there is more of a push to limit access to social media for pre-teens, many of the positive collaborative and crowd sourcing skills that can be learned through social media will have to be taught, potentially more overtly, in other contexts.

Treating all individuals as digital immigrants in this context will foster a more inclusive environment and shared responsibility to ensure this emerging environment is a more leveled and unbiased ground. It recognizes that generative AI tools are transformative, yet still evolving, and that their implications–ranging from misinformation to automation–demand a collective effort to understand and guide their development. By adopting a mindset that embraces curiosity and shared learning, we can build a culture of digital exploration that empowers everyone to navigate these tools responsibly and effectively. In doing so, we honor the complexity of the digital age and equip ourselves to face its challenges together. Educators cannot assume that the instructional methods that were successful just a few years ago will still be effective in a world where generative AI tools are ubiquitous.

Using these new generative tools requires thoughtful strategies to ensure learners feel confident and supported. An initial consideration is to ensure learners understand that these generative tools replicate human interactions, but they are not sentient (well, at least not yet). Educators need to find technologies and platforms with intuitive, user-friendly interfaces for their learners. They should not be overly complicated. Providing learners with clear step-by-step instructions, ideally in multiple formats (e.g., written guides, video tutorials, or in-person demonstrations), is essential–and as tools continually morph, this is a difficult task at times. Asking the generative AI tools to help develop directions is a reasonable ask for many programs.

Educators must provide hands-on opportunities for practice in a low-pressure environment. Assignments where the learner iteratively uses an AI tool and then reflects on their success with the tool is a great way for learners to build confidence with tools. Use real-life scenarios that are relevant to their needs. Asking learners to revise assignments or draft an outline with the help of AI are good places to start. This will assist students in building confidence in using these tools and will allow them to be more confident in transferring their knowledge to new tools as they emerge. Celebrating student progress and small successes is always a positive way to reinforce student learning.  

By addressing these areas, you can empower non-digital natives to engage with technology more effectively and confidently. Make sure learners know when the use of these tools is appropriate and when they need to work without these tools. Explain the purpose and benefits of these new technologies to foster motivation and engagement.

In our rapidly evolving digital landscape, the concept of being a “digital native” or “digital immigrant” is becoming increasingly irrelevant. The rise of generative AI has shifted the focus from merely understanding how to use technology to critically engaging with its implications and potential. As tools grow more collaborative and capable, they demand a new kind of literacy–one that combines technical aptitude with ethical reasoning and adaptability.

Embracing a shared perspective that views us all as learners in this new digital frontier can foster both educator and student growth. We need thoughtful strategies to support those less familiar with technology. Educators need to cultivate a culture of curiosity and responsibility among our students. We have the opportunity to navigate this transformative era together. By doing so, we can demystify complex systems and empower individuals to use them effectively and ethically. In this way, we prepare ourselves not just for the challenges of today, but for the boundless possibilities of a generative AI-rich future.

Dr. Steve Baule is a faculty member at Winona State University (WSU), where he teaches in the Leadership Education Department. Prior to joining WSU, Baule spent 28 years in K-12 school systems in Illinois, Indiana, and Iowa, and two years teaching in the University of Wisconsin System. For the 13 years prior to moving to the university level, Baule served as a public -school superintendent. He has written 10 books on a variety of educational and historical topics and has served on the editorial boards for two journals. Baule earned an advanced diversity and equity certificate while in the UW system. He holds a doctorate in instructional technology from Northern Illinois University and a doctorate in educational leadership and policy studies from Loyola University Chicago.

Baule’s scholarly interests focus on online student engagement, educational technology– particularly the impact of 1:1 implementations, social-emotional learning, and the history of education. Baule led several efforts to improve student emotional health and reduce discipline issues prior to moving into higher education. He also writes on aspects of early American history.

Baule has held memberships in the American Association of School Administrators, the American Library Association, the American Association of School Librarians, the Association for Supervision and Curriculum Development, the Consortium for School Networking, the International Association of School Librarians, the National Association of Secondary School Principals, the National Staff Development Council, and many of their state affiliates. He has served as a consultant in the areas of educational technology, facilities design, library program development, team building, and communications.

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