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Question: Explain On Research Academic Skill Technology of Digital? Answer: Introduction: Beyond the clash between the technophobia and the technophilia, the impact of digital technology on the quality learning has been rapidly increasing since the 1980s. Kuliks meta-analysis first showed that technology has no impact on quality teaching as well as learning for the matter of performance of the learners' performance. Russells research also showed that the impact of advanced technology rarely made any differences on students performances. According to the critics of those researchers, no strong evidence was provided in those research papers about the technologys impact on learning. However, it cannot be neglected that the smell of new books, as well as the chemistry lab, can never be replaced by the usage of technology. After Kulik's publication, nobody could give a satisfactory answer, because assessing technology's impact on learning was unknown. After all the relationship of us to the world is saved by technologies, which has become a part of our regular lives, whether people or immigrant. Understanding of people about the links between pedagogy and technology is being improved. People no longer keep belief on the fact map all students can be applied with ICT, digitally native students can be provided with ICT. People also do not believe any more technology can be used anywhere and anytime. Digital technology is needed to come as a strategic priority but is deficiency getting bodies as well as monitoring tools. It is also true that sufficient current initiatives have not been taken in local practices Body: As per the comment of ICT Development Index, which is developed by ITU or International Telecommunication Union, advanced countries are Northern European countries and South Korea. Comments have been increased everywhere from 2002 to 2007, the disparities, as well as the digital divide in the countries, have not seen any improvement even in 2009. In Today's education system, the biggest issue is digital immigrant instructors. According to Palfrey and Gasser (2013, p.45), They speak in a language is of Pre-digital age and are struggling for teaching generation whose language is entirely new. This thing is very obvious to digital natives. Schools offering face problems as unintelligible, heavily accented foreigners have been brought in, whom they have to teach. Digital natives used to get information very fast, and they like multitasking as well as the parallel process. Graphics are more preferred than text to them as stated by Berman, et al. (2014, p.1). They prefer hypertext-like Random Access. Their functions are dependent on networking. It gets better when networked. Digital natives thrive on frequent rewards as well as instant gratification. Games are more preferred than serious work to them. However, digital immigrants have little appreciation for such skills, and the digital natives have preferred as well as acquired? for practice and interaction. Immigrant thinks those skills as different skills. Digital immigrants do not at all believe that the students can learn while listening music or watching TV and they cannot as per the comment of Kirk et al.(2015, p.81). Digital image grant also thinks learning cannot be fun. Digital immigrant teachers think that today's learners are the same now as they have been. They still teach with the same method, which worked for them at the time when they were students themselves. Small students prefer tablet or desktop rather than a notebook, and they try to access content as well as tools outside the school and from Internet or from anywhere. So there are two ways one is immigrants can improve their teaching skills with technology usage while another is the natives can go back to the old. The second one is not possible. Academic climate of today has been totally changed then the years past. Classrooms have become complex centres of education for diverse students and narrowing the focus on international rankings has started curriculum in increasing the academic achievement level as per the comment of Ololube et al.( 2013, p.56). Digital Immigrant teachers are now looking for some solid credentials for preparing them to teach in the modern classroom, which includes rigorous coursework, reliance curriculum as well as applicable skills. Some solid academic foundations arrange online education programs for teachers to enter in the new classroom be prepared for this new style of learning. New tools of Technology, as well as resources, make it easier for engaging students in studies that are complex at all time for fostering interactive as well as the robust environment of learning as stated by Gu et al.( 2013, p.410). Starting from the integration of large screen in each classroom two web-based resources usage for supporting lessons, the technology has been rapidly changing of how the students are getting information, processing it as well as applying that information to their useful lives. Cloud computing, Mobile calculating, Tablet Computing, MOOCS, Learning Analytics are some technologies that are used by digital natives in their higher education (Joiner et al. 2014,p. 591). The technologies that the students use for their higher education have some limitations that they cannot cover up. Example, technology has not the power to remove the desire for work on learners, and it is not possible for the technology to download studies directly into the brain. Greater responsibility has to be taken by the learners as the technology offers learner-centered learning. The progress that comes out from the learners by the use of Technology is of higher quality. Hoffmann et al. (2014, p.155) think that the teachers are needed to update themselves and so their way of teaching in order to be matched with the new generation teaching. On the contrary, Bullen and Morgan (2016, p.60) think that technology does not at all replace the traditional way of educating students. Technology has greater usage in enhancing the quality of education, but the role of teachers still exists in seminar or lecture as per the comment of him. The role of chalk still exists on the blackboard after all the advancement of technology that has greater usage of education. Wang et al. (2013, p.409) think that human element cannot be changed by the technology as the role of professors have been changed but their lectures are still important. Still, all the students run towards college to attend classes of professors. Their roles are not removed. Interaction with highly educated teachers is still giving benefits to the students. Research evidence: As per the outcome of the research of University of Otego of New Zealand, and the University Malaysia Sarawak, no difference of generation is there in the social and personal usage... The research is such understanding the differences between the generation of the use of technology in learning, There are taking dimensions of the characteristics of learning altogether, and they are multitasking, connectedness, learning preference for the group work, goal-orientedness, social aspects, need for the immediacy and preference for the images over the text, structure in the learning, and literacy for digital natives (Yong and Gates, 2014, p.116). The research of the University created three groups altogether, is group 1 for the generation is of under 20. This group is called generation next and the second group is called net generation which consists of 20 to 30 ages generation. These two generations are digital natives. Group 3 consists of generation over 30, who are digital immigrants. The result of the research is no difference of generation is there common as well as personal usage of Technologies in the increased usage in learning. No differences of generation can determine the connectedness, the choices of images over a text, social aspects and experimental learning. Generational differences are evident in the fact that group1 preferred multitasking as well as working in groups more and they like the clear direction more regarding education. The study also showed that group 3 had clearer goals in lives whereas group 1, as well as group 2, had a need for their immediacy. The claims for Digital divide are not at all substantiated as per the result of this study. The differences between generations regarding the usage of Technology are petite according to this study. This study and some other related studies show that regarding e-learning and other structural education. So all the groups are to be educated by enhancing and improving the quality of teaching. Not any particular group is to be focused on. The next generations use such Technologies that are not at all highly necessary for the purpose of learning. Recommendations: Now the question that arises that does the education should be changed? Should literature fight to hold its existence? Yes, it should. It must evolve into a new form. It must not combat with the technology but must enlist the support of technology. As the coordinators of entertainment have been changed, the literature and other higher studies have to be changed. The studies have to exploit the lust for mysteries in PDF, eBooks, iPad. The old readers or the digital immigrants may miss the smell of the first page of a new book, and maybe they will be nostalgic but still old books have to survive and so the old teachers. The old teachers have to change their way of teaching and have to adapt themselves to the digital mode. Open Contest can be arranged by the teachers to judge the skill of students. They can give notes in PDF in place of dictating class notes. They can deliver their lectures through websites. The teachers must go away traditional printing notes and traditional way of del ivering lectures and gear themselves to face the new challenges. Conclusion: Then the old system of education like studying literature from books is dead? The answer is no. Education cannot die; teachers method cannot die when men are alive. People still go to the book fairs but the existence of textbooks is now the pigeonholes or in an extra piece of furniture full of books is a luxury. The old systems of education will not die. It is just that the teaching style of digital immigrants is to be upgraded. Glossary: Cloud Computing: The practice of using a network of remote servers hosted on the Internet to store, manage, and process data, rather than a local server or a personal computer. MOOCS: A course of study made available over the Internet without charge to a colossal number of people. Digital Immigrant: A person born or brought up before the widespread use of digital technology. Digital Native: A person born or brought up during the age of digital technology and so familiar with computers and the Internet from an early age References: Berman, R. and Hassell, D., 2014. Digital Native and Digital Immigrant Use of Scholarly Network for Doctoral Learners.Journal of educators Online,11(1), p.n1. Bullen, M. and Morgan, T., 2016. Digital learners not digital natives.La Cuestin Universitaria, (7), pp.60-68. Gu, X., Zhu, Y. and Guo, X., 2013. Meeting the" Digital Natives": Understanding the Acceptance of Technology in Classrooms.Educational Technology Society,16(1), pp.392-402. Hoffmann, C.P., Lutz, C. and Meckel, M., 2014. Digital natives or digital immigrants? The impact of user characteristics on online trust.Journal of Management Information Systems,31(3), pp.138-171. Kirk, C.P., Chiagouris, L., Lala, V. and Thomas, J.D., 2015. How do digital natives and digital immigrants respond differently to interactivity online?.Journal of Advertising Research,55(1), pp.81-94. Ololube, N.P., Kpolovie, P.J., Amaele, S., Amanchukwu, R.N. and Briggs, T., 2013. Digital natives and digital immigrants: A study of Information Technology and Information Systems (IT/IS) usage between students and faculty of Nigerian universities.International Journal of Information and Communication Technology Education (IJICTE),9(3), pp.42-64. Palfrey, J.G. and Gasser, U., 2013.Born digital: Understanding the first generation of digital natives. Basic Books. Wang, Q.E., Myers, M.D. and Sundaram, D., 2013. Digital natives and digital immigrants.Business Information Systems Engineering,5(6), pp.409-419. Yong, S.T. and Gates, P., 2014. Born digital: Are they really digital natives?International Journal of e-Education, e-Business, e-Management and e-Learning,4(2), p.102. d Teacher Education,29, pp.122-131.