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Beyond natives and immigrants: Exploring types of net generation students
Abstract
Previously assumed to be a homogenous and highly skilled group with respect to information and communications technology, the so-called Net Generation has instead been shown to possess a diverse range of technology skills and preferences. To better understand this diversity, we subjected data from 2096 students aged between 17 and 26 from three Australian universities to a cluster analysis. Through this analysis, we identified four distinct types of technology users: power users (14% of sample), ordinary users (27%), irregular users (14%) and basic users (45%). A series of exploratory chi-square analyses revealed significant associations between the different types of technology users and the university that students attended, their gender and age and whether the student was local or international. No associations were found for analyses related discipline area, socio-economic status or rurality of residence. The findings are discussed in light of the rhetoric associated with commentaries about the Net Generation, and suggestions about their implications for teaching and learning in universities are offered.
... Thus, the core of this thesis lies in acknowledging that the differences in adolescents' practices of engaging with digital media are more important than, for instance, minutes spent around screens. This thesis builds on the assumption that adolescents are not only active participants in their screen-related use of time, but also that adolescents' practices of digital engagement are inherently multifaceted (Eynon & Malmberg, 2011;Kennedy, Judd, Dalgarno & Waycott, 2010;Thompson, 2013;van den Beemt, Akkerman & Simons, 2011). Moreover, offline and online contexts are not separated, but instead intertwined in a dynamic interplay (Baym & boyd, 2012) and should be approached as integrated in adolescents' everyday life and reflective of their overall daily activities, motives, and experiences. ...
... While friendship-driven activities are focused on interacting mostly with already known friends, interest-driven activities are centered on a mutual interest and often involve interacting with extended social and knowledge networks (Barron, 2006). Survey studies (Eynon & Malmberg, 2011;Kennedy et al., 2010, van den Beemt et al., 2011 addressing the variation in adolescents' digital activities support the conceptualizations of Ito and colleagues. These share the key finding that, in terms of digital media, the majority of adolescents engage mostly in friendship-driven activities (e.g., interacting with friends, entertainment), and only a relatively small minority participate frequently in more demanding, interest-driven digitally mediated activities (e.g., building semi-professional skills mediated by digital media). ...
... Although only a few adolescents appear to be "geeking out", practices of most adolescents are expected to fluctuate across diverse forms of friendship-and interest-driven activities so that their digital engagement involves elements of all of these practices. This thesis focuses on the underlying multiple dimensions of digital activities; of these, previously recognized have been at least social networking/ communicating oriented participation (chatting, communicating), knowledge-oriented participation (knowledge seeking and sharing knowledge), media-oriented participation (creating and sharing media), and different types of digital gaming (Eynon & Malmberg, 2011;Kennedy et al., 2010;Li, Hietajärvi, Palonen, Salmela-Aro, & Hakkarainen, 2016;Thompson, 2013;van den Beemt, Akkerman, & Simons, 2011). Henceforth, the concept of socio-digital engagement is used in this thesis as an umbrella term including both the underlying orientations of socio-digital participation and the activities that students engage in with digital media within their connected learning ecologies. ...
... Other studies provided survey-based descriptions of the traits, practices and preferences of the young generation. According to Horrigan (2007) and Kennedy et al. (2010), the young generation was committed to a culture of sharing, e.g. pictures, status updates, likes, etc. Lenhart et al. (2010) described the young generation as active users of the internet and social media, and also as bloggers, although the latter one showed signs of decline. ...
... By surveying use habits, Kennedy et al. (2010) and Jones and Hosein (2010) identified different groups and thereby the heterogeneity within the young generation. Van den Beemt et al. (2011) surveyed actual use among a large sample of users, and identified patterns of technology-based activities that they labelled Interchanging, Interacting, Performing and Authoring. ...
... Van den Beemt et al. (2011) surveyed actual use among a large sample of users, and identified patterns of technology-based activities that they labelled Interchanging, Interacting, Performing and Authoring. Kennedy et al. (2010) also used data regarding technology-based activities to create use patterns labelled Advanced Mobile Use, Media Sharing, Creating and Using Media, Gaming, Standard Mobile Use, Standard Web Use and Web 2.0 Publishing. They also used the use patterns to describe different types of users. ...
Purpose
The internet and search engines dominate within people’s information acquisition, especially among the younger generations. Given this trend, this study aims to explore if information and communication technology (ICT) practices, internet reliance and views of knowledge and knowing, i.e. epistemic beliefs, interact with each other. Everyday practices and conceptions among beginning undergraduate students are studied as a challenge for higher education.
Design/methodology/approach
The study builds upon survey-based quantitative data operationalising students’ epistemic beliefs, their internet reliance and their ICT practices. The survey items were used to compute subscales describing these traits, and the connections were explored using correlations analysis.
Findings
The results suggest that the more beginning undergraduate students rely on internet-based information, the more they are inclined to epistemic beliefs where knowledge is regarded as certain, unchanging, unambiguous and as being handed down by some authority.
Research limitations/implications
The approach used in the study applies to the sample used, and further research is required to test the applicability of the approach on larger samples.
Practical implications
The study highlights the risk of everyday information practices being transferred into the educational context.
Social implications
Ignorance of these changes may pose a risk for knowledge building on different educational levels and in a longer perspective, a threat to democracy.
Originality/value
While there is some research on epistemic beliefs in relation to internet-based information, studies approaching the problem over a possible connection between epistemic beliefs and internet reliance are scarce. In addition, this study implies a conceptual bridge between epistemic beliefs and internet reliance over the concept of algorithmic authority.
... Research, however, has shown that the location does matter. In the US (Smith & Caruso, 2010) we see different levels of computer and web technology usage among the same demographic of digital natives in Australia (Kennedy, et al., 2010; and than those in the UK (Stoerger, 2009). In South Africa, as well, we see that only 26% of the population might be described as having grown up digital (Brown & Czerniewicz, 2010). ...
... In Australia a study found that only 15% of the digital natives were "power users" and 45% were rudimentary technology users (Kennedy, et al., 2010). In a related study, more than 70% of Australian first year students never kept a blog, more than 80% had never produced a podcast and have never contributed to a wiki (Kennedy, et al., 2007). ...
A lot has been written about the digital native since the coining of the term about ten years ago. A lot of what has been originally written by the digital native has been taken as common sense and has been repeated many times in many educational contexts, but until recently the true nature of the digital native has not been explored. Because the myth of the digital native is still alive and well, this article aims to examine the findings that have come out of recent research with regard to digital natives and their true nature, as well as turn a critical gaze onto the assumptions, taken as common sense knowledge, of what the characteristics of digital natives are.
... The use of digital technologies for learning and teaching has been inconsistent-varying considerably between subject disciplines, levels of study, modes of delivery, and institutions (Selwyn, 2014). While many commentators talk of collaborative communities of content creators, in reality, many students engage with technology in far more passive, sporadic, and solitary ways for both educational and non-educational purposes (Kennedy et al., 2010;Yilmaz et al., 2015). The take-up of online learning opportunities by students also varies considerably by age, educational stage, subject area, and institution (Jones et al., 2012;Kennedy et al., 2010), as well as culture (Jung & Lee, 2020;Ngai et al., 2008). ...
... While many commentators talk of collaborative communities of content creators, in reality, many students engage with technology in far more passive, sporadic, and solitary ways for both educational and non-educational purposes (Kennedy et al., 2010;Yilmaz et al., 2015). The take-up of online learning opportunities by students also varies considerably by age, educational stage, subject area, and institution (Jones et al., 2012;Kennedy et al., 2010), as well as culture (Jung & Lee, 2020;Ngai et al., 2008). ...
Background
The rapid globalization along with the growing trend of openness and sharing approach enabled widespread of digital technologies all over the world. However, we can still find differences between countries in technology use and perceptions of usefulness for learning. Understanding students' use of educational technology and their perceptions of its usefulness is especially significant today, given the rapid penetration of online learning into higher education as a response to Covid‐19.
Objectives
This research aimed to understand students' actual experiences with digital technologies during their academic studies and their perceptions of technology usefulness across institutional and international contexts (Israel and Australia).
Methods
This quantitative study used data from a large‐scale bi‐national online survey of 3003 students in both countries. Comparative analyses were conducted. In addition, factor analysis was used to identify latent factors from 16 variables of students' perceptions of the usefulness of digital resources usefulness.
Results and conclusion
The results revealed significant differences in technology usage and its perceived usefulness between students in the two countries. They confirmed the predominance of ‘official’ digital resources, such as learning management systems and online library resources. However, large percentages also reported the use of ‘non‐official’ digital resources, including academic search services; subject‐related videos and audio recordings on content‐sharing websites such as YouTube and Wikipedia; and communication and/or collaboration with other students through social networks. Thus, universities need to consider the potential use of incorporating these resources for improving teaching and learning. Moreover, understanding the differences will assist in implementing tailored techno‐pedagogical solutions to the students.
... En cuanto a la relación entre la edad y la autoeficacia, en contra de la suposición general, no hay pruebas claras de que los estudiantes más jóvenes utilicen las TIC con más frecuencia o competencia que los mayores (Kennedy et al., 2010). Más bien, existe una gran variabilidad entre la población estudiantil en general (Hargittai, 2010), y dentro de los estudiantes maduros en particular (Jones et al., 2010). ...
... del mismo modo, las personas mayores que participan en el aprendizaje de la informática adquieren más confianza en el uso de las TIC y desarrollan actitudes más positivas, tanto hacia el uso como hacia el aprendizaje de las mismas (González, Ramírez y viadel, 2015). Como plantean Kennedy et al., (2010), la investigación debe ir más allá de la mera identificación de las diferencias generacionales y examinar en cambio otros factores que pueden influir en el uso de las TIC por parte de los estudiantes. Se necesita una mayor comprensión de cómo la diversidad dentro de la población estudiantil interactúa con el uso de la tecnología, y las razones de esta diversidad. ...
La autoeficacia en el uso de las tecnologías de la información y la comunicación (TIC) es una variable clave para predecir el éxito de los estudiantes en la educación superior. Este estudio explora una serie de variables (género, edad, experiencia de uso, formación y actitudes hacia las TIC) relacionadas con el uso de las TIC por estudiantes maduros, y analiza la relación de estas variables con la autoeficacia percibida. Se aplicó un cuestionario a 382 estudiantes que preparaban el acceso a la universidad de Sevilla por las vías de mayores de 25, 40 y 45 años. Los datos fueron analizados a través de estadísticos descriptivos y análisis de regresión múltiple. Mediante análisis factorial se identifican dos dimensiones: autoeficacia en el tratamiento de la información y autoeficacia con Internet, tomadas como variables dependientes. Los resultados indican que estas dos dimensiones de autoeficacia se asocian respectivamente al uso de software para el procesamiento de información y de Internet. Los grupos de estudiantes de mayor edad tienden a sentirse menos competentes en el uso de las TIC, especialmente en relación a la autoeficacia con Internet. La formación parece ser un precursor relevante de la competencia de un estudiante en el uso de programas básicos de tratamiento de la información, pero no para el uso de Internet. Para los estudiantes maduros, la competencia en el uso de Internet parece ser una cuestión de actitud, por lo que una actitud positiva hacia las TIC facilita el desarrollo de su propia confianza en el uso de Internet. Se concluye insistiendo en la necesidad de que las instituciones de educación superior sean conscientes y presten especial atención a la “brecha digital”, y a las peculiaridades que puede presentar el alumnado universitario de mayor edad.
... En cuanto a la relación entre la edad y la autoeficacia, en contra de la suposición general, no hay pruebas claras de que los estudiantes más jóvenes utilicen las TIC con más frecuencia o competencia que los mayores (Kennedy et al., 2010). Más bien, existe una gran variabilidad entre la población estudiantil en general (Hargittai, 2010), y dentro de los estudiantes maduros en particular (Jones et al., 2010). ...
... del mismo modo, las personas mayores que participan en el aprendizaje de la informática adquieren más confianza en el uso de las TIC y desarrollan actitudes más positivas, tanto hacia el uso como hacia el aprendizaje de las mismas (González, Ramírez y viadel, 2015). Como plantean Kennedy et al., (2010), la investigación debe ir más allá de la mera identificación de las diferencias generacionales y examinar en cambio otros factores que pueden influir en el uso de las TIC por parte de los estudiantes. Se necesita una mayor comprensión de cómo la diversidad dentro de la población estudiantil interactúa con el uso de la tecnología, y las razones de esta diversidad. ...
La autoeficacia en el uso de las tecnologías de la información y la comunicación (TIC) es una variable clave para predecir el éxito de los estudiantes en la educación superior. Este estudio explora una serie de variables (género, edad, experiencia de uso, formación y actitudes hacia las TIC) relacionadas con el uso de las TIC por estudiantes maduros, y analiza la relación de estas variables con la autoeficacia percibida. Se aplicó un cuestionario a 382 estudiantes que preparaban el acceso a la universidad de Sevilla por las vías de mayores de 25, 40 y 45 años. Los datos fueron analizados a través de estadísticos descriptivos y análisis de regresión múltiple. Mediante análisis factorial se identifican dos dimensiones: autoeficacia en el tratamiento de la información y autoeficacia con Internet, tomadas como variables dependientes. Los resultados indican que estas dos dimensiones de autoeficacia se asocian respectivamente al uso de software para el procesamiento de información y de Internet. Los grupos de estudiantes de mayor edad tienden a sentirse menos competentes en el uso de las TIC, especialmente en relación a la autoeficacia con Internet. La formación parece ser un precursor relevante de la competencia de un estudiante en el uso de programas básicos de tratamiento de la información, pero no para el uso de Internet. Para los estudiantes maduros, la competencia en el uso de Internet parece ser una cuestión de actitud, por lo que una actitud positiva hacia las TIC facilita el desarrollo de su propia confianza en el uso de Internet. Se concluye insistiendo en la necesidad de que las instituciones de educación superior sean conscientes y presten especial atención a la “brecha digital”, y a las peculiaridades que puede presentar el alumnado universitario de mayor edad.
... The findings in this study support those found by Selwyn (2016), that students are struggling to navigate our digital learning environments. There seems to be an over-reliance on the digital capabilities of our students even though research has found that there are more differences found within age groups than between when it comes to technical skills (Kennedy, Judd, Dalgarno, & Waycott, 2010). This overreliance means that it seems to fall on individual academics (through their program and course designs) to embed these digital skills and inductions within course sites or learning designs (Russell, 2009;Russell et al., 2014). ...
This paper reports on the early findings of a research study into academic design practices when incorporating educational technology. As part of the overall project, students were questioned on their perceptions of the use of technologies in the course. The insights gained from the students are discussed within the parameters of three major themes that emerged from the data informing implications to practice in academic development and learning design.
... College students with strong digital capabilities may find it easier to navigate online courses, interact with digital learning platforms, and engage in virtual classroom activities [27]. There is a common assumption that students master high digital skills because they are considered the digitalized generation [15,29]. This poses the question of whether these students have the digital capabilities to be able to locate, evaluate and, more importantly, analyze information [20]. ...
Aims
To assess digital capabilities and academic performance among nursing students and investigate the mediating role of students’ self-efficacy.
Background
In the context of education and technology, digital capabilities, self-efficacy, and academic performance among nursing students are interconnected concepts. Students who use their digital capabilities and competencies combined with their belief in the ability to efficiently perform learning tasks could improve their academic endeavors. Nevertheless, insufficient consideration has been placed on research understanding of the mediating roles and broad elements that influence their relationships.
Methods
A cross-sectional, correlational, descriptive, and quantitative study was established. During the 2022–23 academic year, data were gathered from 200 students. The Hayes Process Model 4 macro was employed to investigate the role of students’ self-efficacy mediating effect on the association between digital capabilities and academic performance.
Results
The digital capability level and self-efficacy level were high. Additionally, the academic performance level was moderate. The mediation analysis revealed that the direct effect of digital capabilities on student performance in the presence of the mediator was significant (b = 0.0063, p = 0.022). Hence, self-efficacy partially mediated the relationship between digital capabilities and student performance.
Conclusion
The study emphasized the importance of improving students’ digital capabilities that enhance their confidence and self-actualization. In addition, nursing students are encouraged to improve their sense of self-efficacy throughout their tenure in college because it is a predictor of future success.
... Numerous authors have questioned this classification by arguing that it is based solely on age or generational criteria (Bennett et al., 2008;Cerezo, 2016;Creighton, 2018;Gros et al., 2012;Kennedy et al., 2010;Lenhart et al., 2008). For Kirschner & De Bruyckere (2017), digital natives do not necessarily have full command of ICT. ...
The first people considered digital natives, the millennials, have already entered the teaching profession. As a result, we are faced with a remarkable generational diversity. This survey aimed to explore the generational change in teachers and the beginning of the incorporation of the first millennials (digital natives) into teaching. It was carried out through a qualitative study using focus groups and interviews with a total of 147 teachers. The main results found establish a generational clash between migrants and digital natives. This difference is present in the use and understanding of ICTs in the teaching task across the different teaching generations and in a generational diversity within the educational centres that has not been seen so far. However, this difference between teachers is also a condition that facilitates exchange between teachers of different generations. Junior teachers help veteran teachers in the use of ICTs and veteran teachers provide the expertise that new recruits lack.
... V skutočnosti sa technologický boom týka nás všetkých, no existujú rozdiely v tom, ako jednotlivé sociálne a vekové skupiny používajú digitálne technológie. Na základe štúdia vzorky 2096 austrálskych študentov Kennedy et al. (2010) identifikoval 4 rozdielne typy technologických používateľov v rámci skupín net generácií: power user 14%, bežný používateľ 27%, nepravidelný používateľ 14% a základný používateľ 27%. Pokročilejší používatelia technológií boli v menšine a najväčšia skupina študentov boli bežní používatelia. ...
The presented paper brings a comparison of digital skills test results of students of the Faculty of Education, University of Presov within their undergraduate training with the aim to estimate the level of their digital skills in five defined domains. The IT Fitness Test 2015 and 2017 consisting of 25 items was used as the measure of the target skills. The sample included 532 students in 2016 and 212 students in 2017 and 372 in 2018 in bachelor and master study programs. The paper provides an interpretation of the selected research findings (total mean scores and mean scores for the given domains). The results of digital skills testing point out the tendency of the overall overestimation of Digital Natives Skills. The demands of pedagogues as well as teaching practice itself give rise of new challenges for students. Within the preparation process of the new study programs accreditations it is therefore necessary to modify the curricula of math and IT-oriented subjects and include further activities allowing for the development of the lacking "Digital Skills", since these are needed not only for students' own study but also due to the increasing demands related to the use of digital technologies in primary and pre-primary education. In the context of the three-year testing of IT skills, we propose to devote more complex tasks that require higher functions of cognitive functions, emphasize more advanced software features and more talk about IT security. Abstrakt Predložený príspevok prináša porovnanie výsledkov testov digitálnych zručností študentov Pedagogickej fakulty Prešovskej univerzity v rámci ich vysokoškolského vzdelávania s cieľom odhadnúť úroveň ich digitálnych zručnosti v piatich definovaných oblastiach. Na meranie digitálnych zručností bol použitý test IT Fitness 2015 a 2017 pozostávajúci z 25 položiek. Vzorka zahŕňala 532 študentov v roku 2016, 212 študentov v roku 2017 a 372 v roku 2018 v bakalárskych a magisterských študijných programoch. Príspevok ponúka interpretáciu vybraných výsledkov výskumu (celkové priemerné skóre a priemerné skóre pre dané domény). Výsledky testovania digitálnych zručností poukazujú na tendenciu celkového nadhodnocovania zručností digitálnych domorodcov. Požiadavky pedagógov, ako aj samotnej pedagogickej praxe vedú k vzniku nových výziev pre študentov. V rámci prípravy nových akreditácií študijných programov je preto potrebné upraviť učebné osnovy matematických predmetov orientovaných na IT a zahrnúť do nich ďalšie aktivity, ktoré umožnia rozvoj chýbajúcich "digitálnych zručností", pretože tieto sú potrebné nielen pre vlastné potreby študentov, ale aj kvôli narastajúcim požiadavkám na používanie digitálnych technológií v primárnom a predškolskom vzdelávaní. V kontexte výsledkov trojročného testovania IT zručnosti, navrhujeme venovať sa
... In fact, the technological boom affects all of us, while there are differences in how distinct social and age groups use digital technologies. Based on a sample of 2096 Australian university students, Kennedy et al. (2010) identified four distinct types of technology users within the net generation age group: power users (14%), ordinary users (27%), irregular users (14%) and basic users (27%). Advanced technology users (power users) were in a minority, and the largest group of students were the basic users these students are characterized by extremely infrequent use of new and emerging technologies and less than weekly or monthly use of standard Web technologies. ...
The presented paper brings a comparison of digital skills test results of students of the Faculty of Education, University of Presov within their undergraduate training with the aim to estimate the level of their digital skills in five defined domains. The IT Fitness Test 2015 consisting of 25 items was used as the measure of the target skills. The sample included 532 students in 2016 and 212 students in 2017 in bachelor and master study programs. The paper provides an interpretation of the selected research findings (total mean scores and mean scores for the given domains). The results of digital skills testing point out the tendency of the overall overestimation of Digital Natives Skills. The demands of pedagogues as well as teaching practice itself give rise of new challenges for students. Within the preparation process of the new study programs accreditations it is therefore necessary to modify the curricula of math-and IT-oriented subjects and include further activities allowing for the development of the lacking "Digital Skills", since these are needed not only for students' own study but also due to the increasing demands related to the use of digital technologies in primary and pre-primary education.
... Some of the researchers in the area, however, believed that one cannot necessarily become skillful in using digital technologies by virtue of his/her birth in the digital age. Kennedy, et al. (2010) in a study "beyond natives and immigrants: exploring types of net generation students" found that 45 percent of the respondents knew only the rudiments of digital technology. They neither were regular users of the new technologies nor were they aware of the standardized web tools. ...
different perspectives of freedom movement and Indian brutality or violence. Hamid and Haider reveal the pith of the speculation which expresses that Indian media and Government incorporate Subliminal messages which project a hidden boost and targeting freedom movement mean jihad is a call to slaughter, to torment, to rebuff which the Quran legitimize “Net- Gen,” “Generation I,” the “Digital Generation,” or the “Millennial”. Hence, the young people have easily adapted to and have more know-how of using digital media than their seniors with respect to age. This generation gap in terms of usability of internet is phrased as the “generational digital divide” or the “generational divide.
... According to this misconception, young people growing up surrounded by digital technologies instinctively acquire digital skills and therefore do not need teaching or digital education (ECDL, 2015). Several studies in different countries have revealed that young people or digital natives do not inherently have digital skills (Ariuet et al., 2014;Csernoch & Biró, 2014;Fraillon et al., 2014;Johnson et al., 2014;Kennedy et al., 2010;Kirschner & De Bruyckere, 2017;Li, 2010;Smith, 2012). Just as young people's digital skills are misinterpreted by others, young people themselves misjudge and overestimate their digital skills (ICDL, 2018;Sciumbata, 2020). ...
It is argued that, young people growing up surrounded by digital technologies intuitively acquire digital skills and therefore do not need digital education or training. For this reason, with the belief that students already have digital skills, digital literacy education courses are reduced or removed in educational institutions. Therefore, it is necessary to emphasize the importance of development of digital skills in the education. The purpose of this research is to examine the digital skills of students in terms of different variables. This research was conducted as a survey research. The participant group of the research consists of 423 undergraduate students who have just started to study at a university. According to the results of the research, the digital skill levels of the students who attend the IT courses are significantly higher than the students who do not. Digital skills were significantly higher for the male students than for the female students. In addition, the digital skills of the students who took the IT courses from the teacher trained in teaching digital skills were significantly higher than the students who took the course from teachers from other professions.
... Since two categorical variables needed comparison, Pearson Chi-square test of independence was used. Chi-square analysis has been used for exploratory data analyses in similar studies to examine associations in technology uses and demographic parameters of the students (Kennedy et al., 2010;Selwyn, 2008;Sharpe et al., 2019). ...
University students’ expectations of digital technologies in their studies are greatly influenced by their previous exposure both within the secondary school classroom and in their private lives. These expectations often play a powerful role in their approaches and learning strategies in their first-year university classes. In this work, we investigated students’ expectations and utilisation of digital technologies in their transition from high school to tertiary studies. A survey encompassing the Expectancy-Disconfirmation Paradigm was conducted amongst second year students across the university. The results showed students expected to use advanced IT technologies and equipment at university. The high expectations were similar regardless of demographic parameters, such as gender, school type or field of studies. The findings also indicated that most students perceived little disconnection between the technology they used in high school and that of university. The majority of students seemed satisfied and even positively surprised by the use of technology in their university courses.
... The ensuing research suggested that the Digital Native "is far from homogeneous, with great diversity in access to, and frequency of, use of technologies" (Kennedy, Judd, Dalgarno & Waycott, 2010, p. 340). In contrast to the optimistic view that Digital Natives use the internet and digital tools to learn in novel ways, it was found that most students had a superficial knowledge of the tools they used and that those tools were largely associated with entertainment and social networking activities (Gallardo-Echenique, Marqués-Molías, Bullen & Strijbos, 2015;Gobel & Kano, 2014;Kennedy et al., 2010;Murray & Blyth, 2011;Ng, 2015;Son, Son & Park, 2017;Winke & Goertler, 2008). ...
A Case Study Examining Japanese University Students' Digital Literacy and Perceptions of Digital Tools for English Language Learning Robert Cochrane This thesis results entirely from my own work and has not been offered previously for any other degree or diploma. The word count for this thesis excluding references is of 56, 841 words. 1 Abstract Current Japanese youth are constantly connected to the Internet and using digital devices, but predominantly for social media and entertainment. According to literature on the Japanese digital native, tertiary students do not-and cannot-use technology with any reasonable fluency, but the likely reasons are rarely addressed. To fill the gap in the literature, this study, by employing a case study methodology, explores students' experience with technology for English learning through the introduction of digital tools. First-year Japanese university students in an Academic English Program (AEP) were introduced to a variety of easily available digital tools. The instruction was administered online, and each tool was accompanied by a task directly related to classwork. Both quantitative and qualitative data were collected in the form of a pre-course Computer Literacy Survey, a post-course open-ended Reflection Activity survey, and interviews. The qualitative data was reviewed drawing on the Technology Acceptance Model (TAM) and its educational variants as an analytical framework. Educational, social, and cultural factors were also examined to help identify underlying factors that would influence students' perceptions. The results suggest that the subjects' lack of awareness of, and experience with, the use of technology for learning are the fundamental causes of their perceptions of initial difficulty. Based on these findings, this study proposes a possible technology integration model that enhances digital literacy for more effective language learning in the context of Japanese education. 2
... Stockwell (2008) found users engage novel technologies with varying degrees of interest, skills, and ideas leading to varying technological acceptance rates. Kennedy et al. (2010) found various factors may affect students' technology experiences and preferences, meaning a full range of information about their use of technology are needed. Students with the time and access to mobile devices can use mobile learning to engage in student-centered, authentic learning (Cochrane and Bateman, 2010). ...
Mobile technology is pervasive in our daily lives. The use of mobile devices is changing the educational model in traditional classrooms and eLearning classrooms. Mobile learning is the use of mobile technology to deliver educational content and is a growing educational tool in our educational institutions. A synthesis of research on the implications of mobile learning was conducted. The synthesis found students are accepting of mobile technology and their lives, as the technology is widespread throughout society. Factors such as self-efficacy and technology acceptance are driving mobile learning use. Further research on what mobile learning means in terms of educational practices, as well as student and teacher acceptance is needed. Understanding acceptance and practice in regards to mobile learning will inform instructors as they try to implement the technology in teaching.
... Second, this notion reduces the complexity of concrete experiences of the digital as a specific expression of virtuality. Several studies have already shown that its claim to universality is not applicable to all cultural, social, economic, political and educational contexts (Kennedy et al. 2010;Philip and Garcia 2013;Sánchez et al. 2011). Thus, the gap between digital natives and digital "immigrants"-those who grew up in the pre-digital era according to Prensky (2001a, p. 3)-cannot simply be explained in terms of technological or generational differences. ...
In a context of pervasive digitalization of the social world, both before and during the COVID-19 pandemic, the field of education has undergone major changes with the development of digital practices and settings. However, the physical presence of the subjects and the body remain something primordial and irreplaceable in traditional educational processes. Thus, it is often assumed that virtuality is opposed to the corporeal reality of the subjects involved in teaching, learning and studying. In this paper we aim to critically challenge this assumption by addressing the phenomenon of virtuality in a more original sense: as a fundamental dimension of corporeality itself. Drawing on Merleau-Ponty’s phenomenological insights, we argue that the experience of the virtual is inherently embodied and fully real. We understand corporeality and virtuality as entangled and multidimensional phenomena. At the same time, this leads us to rethink the digital as only one possible medium in which virtuality can appear as inherent to embodied experience. We develop our phenomenological approach in three instances. First, we question and bracket two common assumptions about corporeality. From our critical perspective, assumptions about a disembodied digitality and a devirtualized corporeality represent extremes within which educational discourses currently move. Second, we address the inherent virtuality of embodied experience. We outline the heuristic concept of the virtual body (Merleau-Ponty) to describe corporeality and virtuality as entangled and multidimensional phenomena that encompass extension, intercorporeality and intermediality. Finally, we make some remarks on the relationships of corporeality and virtuality considering the challenges of digital education.
... This assumption obscures unequal access to education and technology, and subsequently that all learners should be able to critically evaluate information found online. Moreover, this idea implies that experiences with technology are universal, a notion that was refuted by an empirical study of Australian first-year university students that found a wide diversity in media skills and participation (Kennedy et al., 2010). Despite the concerns that have arisen in relation to the uses of technology by young people, one idea seems to be enduring, that the connections that are made through these technologies are dramatically altering the modes of communication and social connection that have been known in the past, and as a result, altering civic engagement and political organisation. ...
A relationship between school history and notions of citizenship is evident in the Australian context. In this way, it is important to reflect on the nature of the subject of history (Körber, 2011) and how socio-political forces have impacted discourses relating to its aim and purpose (Goodson & Marsh, 1996). This paper seeks to consider how literacies are historically embedded in history (mandatory) syllabuses in New South Wales (NSW), and the implications of this for a conceptualisation of literacy that acknowledges the changing nature of communication, and as a result, participatory citizenship. Following the linguistic turn, and acknowledgement of the importance of language to social practice, a successful approach to literacy in secondary school contexts should consider the language and literacies required for specific subjects, rather than common or foundational areas of literacy (Lo Bianco & Freebody, 2001), as are often the focus of standardised literacy assessments. Positioned as a history of the present (Popkewitz, 2011), official curriculum documents are examined covering the period of the 1990s to the early 2000s, prior to the implementation of the first national curriculum. It was found that there was a distinct and explicit separation of notions of literacy and understanding in official curriculum, as well as presenting information communication technologies (ICTs) and literacy as distinct (and separate) competencies. It is argued that if history education is to contribute to active citizenship, there is a need to reconceptualise this idea to align with emerging civic practices of the twenty-first century.
... In the following study, no significant differences in preferred levels of virtuality, interactivity, and flexibility in terms of time and space were observed across profession, generation, or years of experience. The absence of generational differences aligns with several previous reports [105][106][107]. Most respondents preferred a blended learning model (half in-class and half virtual) and a limited or moderate to complex level of interactivity. ...
Background
Advances in digital health and digital learning are transforming the lives of patients, health care providers, and health professional students. In the interdisciplinary field of communication sciences and disorders (CSD), digital uptake and incorporation of digital topics and technologies into clinical training programs has lagged behind other medical fields. There is a need to understand professional and student experiences, opinions, and needs regarding digital health and learning topics so that effective strategies for implementation can be optimized.
Objective
This cross-sectional survey study aims to interdisciplinarily investigate professional and student knowledge, use, attitudes, and preferences toward digital health and learning in the German-speaking population.
Methods
An open-ended, web-based survey was developed and conducted with professionals and students in CSD including phoniatricians and otolaryngologists, speech-language pathologists (German: Logopäd*innen), medical students, and speech-language pathology students. Differences in knowledge, use, attitudes, and preferences across profession, generation, and years of experience were analyzed.
ResultsA total of 170 participants completed the survey. Respondents demonstrated greater familiarity with digital learning as opposed to eHealth concepts. Significant differences were noted across profession (P
... Several researchers have stressed uncovering differences in student's ICT use based on access and usage (Kennedy et al., 2010). This was to challenge the existing understanding of the current student population as a homogeneous generation of tech-savvy digital natives. ...
The purpose of this article is to develop a context-bound scale on student alienation around core problems experienced by students at the university level. The confirmed dimensions of the scale shall be correlated with dimensions of the student's ICT motive scale. The study is based on two sets of cross-sectional samples of Kashmiri university students. The initial sample (n=204) was used in the factor analysis for item refinement. The final sample (n=575) was used for item purification and construct validation. The final SAL model consisted of four sub-constructs namely: classroom isolation (CIS), learning discouragement (LDC), learned helplessness (LHP) and learning disinterest (LD). LD, LDC and LHP were negatively correlated with instrumental motive, whereas CIS was positively correlated with socialising motive. LDC was positively correlated with mood managing motive. The model fit of the scale and the correlation with ICT use motives indicate this study can be of significant importance in educational assessment and research.
... Students prefer courses that use technology only moderately. Kennedy, Judd, Dalgarno and Waycott (2010) recommend that the design of technology integration in curricula should be guided by students' technological experiences and educational expectations. ...
This study built on previous research in 2010 to determine changes to students’ current use of and expectations for future integration of technologies in their learning experience. The findings reveal a continued trend of conservative technology use amongst students but with a growing demand for more integration of technologies for assessment and administrative purposes, podcasts or lecture recordings in flexible and blended course designs. While academic practice has been slow to change, this study reveals a continued need for academic development to focus on strategies that enhance technology adoption amongst academic staff. Students’ preferences from this and the earlier study suggest that they would like more use of technologies, especially mobile technologies for efficient and convenient access to content, communication and assessment that can not only inform academic development and course design for fully online and blended learning courses, but also for the growing number of massive open and online courses (MOOCs) in the education landscape.
... It is important to note however, that critics to Prenksy's hypothesis argue that this divide in technological uptake in actuality cannot be generalized to simply a generational gap in exposure, but instead is complex and inclusive of many other social and environmental factors such as an individual's socioeconomic predicament, gender, rurality, cultural heritage, and patterns and/or obstacles of use (67,68). Additionally, the technology or platform under analysis may also change the rates of technological uptake. ...
Objective: Where traditional approaches fall short, widely accessible and accepted, yet under leveraged, digital technologies such as text messaging present novel opportunities to solve a range of health care solutions. The following provides a preliminary analysis of the Text4Support program, a text-messaging intervention using the principles of cognitive behavioral therapy, which seeks to support the health and well-being of individuals seeking support for addiction or mental health concerns. The goal of this study was to assess whether the Text4Support program improved the perceived overall mental well-being of participants.
Methods: The evaluation analyzes survey responses of individuals who were enrolled in the Text4Support program beginning in July 2019, who had completed the 6-months program by May 2020. Participants were asked to provide responses to three surveys during their time in the program—at baseline, 12-weeks and 6-months, which included questions documenting demographic information, general satisfaction with the program, and a participants' level of “global distress” through use of the Clinical Outcomes Routine Evaluation System (CORE-10)—a validated brief 10-item assessment and outcome measurement tool used to assess conditions including anxiety, depression, physical problems, and risk to self.
Results and Conclusions: This data set did not include a large enough sample of participants to reach statistical significance. Nevertheless, the study provides some preliminary analysis, and identifies opportunities for the future analysis and research.
... Surprisingly, the Office of the National Statistics of the United Kingdom in 2014 revealed around 8.12 people or 16% who lack ICT skills due to their none-exposure to internet access. In their study, Kennedy et al. ( 2010) even long-term internet users still find it difficult to learn with Information technology and learn, albeit at the basic level using ICT. This provides various windows of problems that may hamper the quality delivery of electronic learning. ...
The advent of technology paves for a better understanding of the various realities the world contains. However, misuse of these instruments' impacts people's way of living and education, especially in the new normal. Thus, an analysis was carried out to classify cybercrime awareness indicators as viewed by senior high school students at Dolores National High School using a researcher-developed unidimensional questionnaire. An 18-item Likert scale researcher-developed questionnaire, termed Cybercrime Awareness Tool (CcAT), was administered to a total of 200 students, with 50 respondents per senior high school strands using Google Form. The Principal Component Analysis (PCA) also known as Exploratory Factor Analysis (EFA) was applied to the collected data which gave rise to four factors named; 1) Awareness on Phishing, 2) Awareness on Spamming, 3) Perceived effectiveness of antivirus software, and 4) Bullying on the web. The CcAQ was also found to have adequate internal consistency of .823 Cronbach alpha for the overall instrument, and subscale alphas ranging from .772 to .858. The multivariate analysis of variance on the interaction of sex and senior highs school strand showed a significant link to the respondents' cybercrime awareness. Hence, the researchers recommend this tool to assess schools' cybercrime awareness on the four factors.
... However, the line of argumentation that ICT is a powerful harmonizing agent, ignores the importance of individual differences in digital usage and their implication on individual's socio-psychological negotiations (Dar & Jan, 2019). Research has also emphasised the role of psychological, social and cultural factors in producing individual differences in preferences, styles and motivation of ICT use (Kennedy, et al., 2010). Therefore, the relationship between differentiated technological access, use and SAL becomes complex and nuanced. ...
The study examines the influence of social, psychological, and technological factors on student's ICT usage motives in general and in e-learning in particular, using a Kashmiri university student sample (n=704). Based on the correlation analysis, it was revealed that three components of digital access (physical access, autonomy and support, and use efficacy) are positively correlated with ICT usage. Moreover, student alienation was negatively correlated with educational and capital enhancing use of ICT. Influence of gender, socio-economic status, and residential background was also analysed. The findings highlight that student ICT usage motives are significantly influenced by underlying social, personal, and technological factors. The chapter highlights that various forms of digital divides need to be seriously mitigated for successful implementation of e-learning framework in the context of higher education.
... Following Merriam's (1998) recommendations for "purposeful sampling" (p. 61), I decided to recruit high school students for the study due to their potential for engaging in formal operational thinking (Piaget, 1972), their perceived ability to articulate their thoughts and ideas about thinking, and their facility with digital technologies (Kennedy, Judd, Dalgarnot, & Waycott, 2010). Young people in high school are also concerned with establishing their own identities and forming strong bonds with their peers (Erikson, 1968), attributes that are necessary for metacognitive thinking and collaborative learning ...
This article reflects on the opportunities and challenges of using digital video (DV) technology as a visual research tool in qualitative research. The ideas are derived from a multiple case study that examined ten high school students’ metacognitive thinking as they created video representations of their own. The article begins with a brief history of visual research, and an introduction to the context, problem, and definition of metacognition within the study. This is followed by a literature review that examines the use of video in qualitative research and an explanation of the research questions and methodology. As revealed by the embedded video exemplars within this paper, many instances of students’ metacognitive thinking, behavior, and feelings were inferred from video observations of students working on their video artifacts, discussing ideas with their group members, or responding to my questions. In the discussion, I explore the opportunities and challenges of drawing definitive conclusions about students’ metacognitive thinking within video imagery and the multiple possible ways of interpreting this information.
... For a deeper understanding of media-supported teaching and learning of higher education students, user typologies that focus precisely on this target group appear to be more beneficial. For instance, Kennedy et al. (2010) present a typology of technology users based on a sample of 2,096 Australian higher education students, divided into four distinct types of technology users: power users, ordinary users, irregular users and basic users, which accumulated the highest percentage of the four types. Basic users refer to the infrequent use of technologies (less than weekly or monthly use) but regular users of mobile features (call and text people). ...
Responding to the lack of longitudinal analyses on media usage in higher education, this study explores the changes of higher education students’ access to and use of technology for learning in 2012, 2015 and 2018. Using an online questionnaire, a total of 5,572 German higher education students participated. Via descriptive and inferential analysis, the data show a clear trend towards using flexible, location-independent devices, accompanied by a rapid increase in the use of instant messaging. This is in line with an increasing demand for digital and flexible learning opportunities such as web-based training and lectures as podcasts or vodcasts, which is not met by higher education institutions. On that basis, improvements in development and application of these digital tools seem crucial for German higher education institutions and should be considered by educational technologists and decision makers. Of particular relevance against the background of the COVID-19 pandemic that started in Spring 2020, this longitudinal analysis provides a framework for the ongoing development and implementation of digital media in teaching and learning at higher education institutions.
... ). Cependant, comme nous allons le voir dans l' exposé suivant, les débats sur les natifs et les immigrants numériques persistent dans de nombreux systèmes éducationnels contemporains, en renforçant et en reflétant souvent des déclarations usuelles et le déterminisme technologique fondamental qui y est associé(Bennett et Maton, 2010;Buckingham, 2011;Bullen et al., 2011;Kennedy, Judd, Dalgarno et Waycott, 2010). ...
L’incrémentation de la valeur pratique de l’approche pédagogique permet d’en- visager la croissance du niveau d’intégration des compétences TIC dans l’ap- prentissage. C’est pourquoi, pendant la formation initiale, les étudiants doivent acquérir des compétences TIC multiples dans trois domaines en même temps : technique, didactique et pédagogique. La potentialisation de l’opérationnalisation des compétences TICimplique le fait que les instituteurs doivent savoir comment s’approprier l’intégration d’un environnement informatique en concordance avec un modèle d’enseignement, sur les plans tant pédagogique que didactique.
Mots-clés : technologie de l’information et de la communication, opérationna- lisation des compétences TIC, formation initiale des instituteurs, enseignement- apprentissage des mathématiques
... ). Cependant, comme nous allons le voir dans l' exposé suivant, les débats sur les natifs et les immigrants numériques persistent dans de nombreux systèmes éducationnels contemporains, en renforçant et en reflétant souvent des déclarations usuelles et le déterminisme technologique fondamental qui y est associé(Bennett et Maton, 2010;Buckingham, 2011;Bullen et al., 2011;Kennedy, Judd, Dalgarno et Waycott, 2010). ...
The rapid development of General Artificial Intelligence Technology has attracted significant attention from global society, which gradually emerged some concerns due to the ethical implications it may bring. Experts, scholars, and the public from different fields and age groups have mixed views on this technology. Under the current circumstances, it is crucial to explore the relationship between digital intergenerational differences, cultural values, and the perception of ethical risks associated with artificial intelligence. Through multiple regression analysis by using Statistical Package for the Social Sciences (SPSS) on 310 collected responses, the results have indicated that digital intergenerational differences do not significantly affect the perception of ethical risks related to artificial intelligence; under the interaction of collectivism, long-term orientation, and intergenerational differences with masculinity, the impact on the perception of AI ethical risks is positive. Combining the findings can not only help to mitigate the inherent biases between digital generations but also facilitates a multidimensional approach to address differences in perceptions of AI ethical risks. Additionally, it contributes to establishing a more diverse and inclusive environment by incorporating cultural differences into policy formulation, enabling a collective response to potential ethical risks that may emerge in the future of the artificial intelligence field.
The term "digital natives" was introduced in 2001 to describe a generation that has grown up surrounded by technology and the internet. The accompanying claims of a new way of thinking among digital natives were influential in shaping educational policy. Still, they were challenged by research that found no evidence of generation-wide cognitive changes in learners. Yet, the digital natives narrative persists in popular media and the education discourse. This study set out to investigate the reasons for the persistence of the digital native myth. It analyzed the metadata from 1886 articles related to the term between 2001 and 2022 using bibliometric methods and structural topic modeling. The results show that the concept of "digital native" is still both warmly embraced and fiercely criticized by scholars mostly from western and high income countries, and the volume of research on the topic is growing. However, the results suggest that what appears as the persistence of the idea is actually evolution and complete reinvention: The way the "digital native" concept is operationalized has shifted over time through a series of (metaphorical) mutations. The concept of digital native is one (albeit a highly successful) mutation of the generational gap discourse dating back to the early 1900s. While the initial digital native literature relied on Prensky's unvalidated claims and waned upon facing empirical challenges, subsequent versions have sought more nuanced interpretations. Notably, a burgeoning third mutation now co-opts the "digital native" terminology for diverse purposes, often completely decoupled from the foundational literature and its critiques. This study explains the concept's persistence as dynamic evolution of the digital native discourse in contemporary academic and public spheres.
The social transformations generated by digitization and the increasing prominence of Information and Communication Technology (ICT) in social relations have underscored the need to delve deeper into the analysis of digital divides to enhance our understanding of social inequalities in the digital age. Thus, sociology has delved into identifying the variables that underpin differential capacities to make productive use of digital technologies for improving living conditions, a phenomenon referred to as the third digital divide. This study delves into this issue by analyzing the digital socialization itineraries of young people. To achieve this, the technique of techno-biographical interviews was employed with 30 university students in Uruguay. Through the classification of interviews into clusters based on coding similarity, five digital socialization itineraries were identified: contextual disengagement, aspirational advancement, productive channeling, controlled development, and abusive development. By closely examining these groups, a set of variables with significant biographical impacts was identified, affecting both the capacity to harness digital technologies and the potential risks associated with their use. The findings hold relevance for guiding research in the field and for policymakers in addressing ICT education challenges during childhood and adolescence.
W artykule przedstawiono, w jaki sposób przebiegało kształtowanie się twórców internetowych, czyli osób zajmujących się wytwarzaniem autorskich treści zamieszczanych w mediach społecznościowych, na stronach internetowych itp. Rozpatrując uwarunkowania indywidualne i społeczne tego procesu, szczególną rolę przypisano kontekstowi technologiczno-medialnemu, znacząco wpływającemu na ich dorastanie oraz tworzenie. Jako ramę teoretyczną wykorzystano koncepcję sieciowych imigrantów/tubylców, a rozważania oparto na sześciu autobiograficznych wywiadach narracyjnych z twórcami internetowymi reprezentującymi zróżnicowane obszary zainteresowań. Ich analiza dowiodła, że doświadczenia z technologiami informacyjno-komunikacyjnymi „nie mieszczą się” w proponowanej typologii, gdyż narratorzy stosują zindywidualizowane strategie uczenia się ich oraz ich użytkowania.
In this chapter, the terms of learning and teaching are explored, and digitalization of generations. The digital transformation of the world; digital transformation in education and individuals; 21st-century skills; digital literacy; digital fluency; generations in a digitalized world; and the digital transformation of teaching and learning are all discussed. It aims to explore the relationship between information and communication technologies and intergenerational learning applications in the context of research to build more socially and digitally cohesive societies.
Currently, Shanghai, China is facing a contradictory situation in process of digitalization in education. Supply and allocation of information and communications technology (ICT) infrastructure are relatively adequate and equitable, but the share of teacher‐supported classroom ICT use for student learning in digital environment is much lower than the Organization for Economic Co‐operation and Development average. This study mainly analyzed the roles of school factors with focus on infrastructure and school climate for innovation as well as teacher factors on their professional preparation and development related to ICT, professional practices, and attitudes toward ICT use. The data from Shanghai sample in the 2018 Teaching and Learning International Survey (TALIS), which consists of 3976 teachers from 198 lower secondary schools which refer to middle school in China, were used to build multilevel logistic regression models for the investigation. The principal results indicate that teachers' self‐efficacy on ICT use, initial preparation, and professional development related to ICT use and implementation of teaching practice as prompt for ICT use are powerful predictors. Relatively, at the school level, ICT infrastructure and team innovativeness are not significant in attributing to teacher‐supported classroom ICT use. Based on findings, implications, and recommendations are presented to direct Shanghai education policy toward digital transition in education.
The presented paper brings a comparison of digital skills test results of students of the Faculty of Education, University of Presov within their undergraduate training with the aim to estimate the level of their digital skills in five defined domains. The IT Fitness Test 2015 consisting of 25 items was used as the measure of the target skills. The sample included 532 students in 2016 and 212 students in 2017 in bachelor and master study programs. The paper provides an interpretation of the selected research findings (total mean scores and mean scores for the given domains). The results of digital skills testing point out the tendency of the overall overestimation of Digital Natives Skills. The demands of pedagogues as well as teaching practice itself give rise of new challenges for students. Within the preparation process of the new study programs accreditations it is therefore necessary to modify the curricula of IT-oriented subjects and include further activities allowing for the development of the lacking “Digital Skills”, since these are needed not only for students’ own study but also due to the increasing demands related to the use of digital technologies in primary and pre-primary education.
Abstrak Pebelajar sekarang tumbuh dalam dunia yang dipenuhi dengan kecanggihan teknologi baru jauh sebelum kedatangan mereka di sekolah. Mereka bisa belajar dengan beragam macam cara yang berbeda-beda. Blended learning adalah konsep inovatif yang mencakup keunggulan pengajaran tradisional di kelas dan pembelajaran yang didukung TIK termasuk pembelajaran offline dan pembelajaran online. Kapabilitas pemecahan masalah (problem solving) merupakan salah satu keterampilan yang paling tinggi yang disebut higher order thinking. Blended learning dengan teknologi pembelajaran online dapat memberikan fleksibilitas dalam cara siswa belajar, sehingga sangat sesuai untuk pembelajaran era revolusi industri 4.0 dan diharapkan dapat meningkatkan kapabilitas problem solving dari peserta didik. Kata Kunci: Kapabilitas problem solving, blended learning, era disruptif.
La tecnología digital, como elemento necesario para el avance de la sociedad del Siglo XXI, ha asumido un papel fundamental todos los contextos, incluido el educativo. En esta línea, diferentes estudios respaldan la importancia de la Competencias Digital Docente (CDD), así como su evaluación y desarrollo en contextos específicos. En este sentido, el Marco DigCompEdu de la Unión Europea propone los indicadores clave para el diagnóstico y formación en CDD. Por ello, esta Tesis Doctoral por compendio de publicaciones pretende conocer el nivel de CDD del profesorado andaluz, así como las variables que lo condicionan (O1), y diseñar acciones formativas válidas para su desarrollo (O2). Para ello, se presentan un total de 30 publicaciones relacionadas. Los resultados recogen el proceso de selección de indicadores para evaluar la CDD según DigCompEdu, diseño de instrumentos de recogida de datos válido y fiable para medir el nivel de CDD e identificación del grado y tipo de CDD, diferencias significativas entre diferentes grupos respecto al nivel de CDD, y aquellas variables que explican la CDD. Además, se presenta el diseño y validación de dos itinerarios personalizados de aprendizaje para el desarrollo de la CDD en formato TMOOC. Se concluye reflexionando sobre multidimensionalidad de la CDD, condicionada por múltiples variables, donde la mayoría del profesorado presenta niveles moderados de dominio. Finalmente, se discuten las formas de desarrollo y acreditación de la CDD y se abren nuevas líneas de investigación centradas en la formación competencial del profesorado.
Purpose
This study aims to explore Chilean students’ digital technology usage patterns and approaches to learning.
Design/Approach/Methods
We conducted this study in two stages. We worked with one semester learning management systems (LMS), library, and students’ records data in the first one. We performed a k-means cluster analysis to identify groups with similar usage patterns. In the second stage, we invited students from emerging clusters to participate in group interviews. Thematic analysis was employed to analyze them.
Findings
Three groups were identified: 1) Digital library users/high performers, who adopted deeper approaches to learning, obtained higher marks, and used learning resources to integrate materials and expand understanding; 2) LMS and physical library users/mid-performers, who adopted mainly strategic approaches, obtained marks close to average, and used learning resources for studying in an organized manner to get good marks; and 3) Lower users of LMS and library/mid-low performers, who adopted mainly a surface approach, obtained mid-to-lower-than-average marks, and used learning resources for minimum content understanding.
Originality/Value
We demonstrated the importance of combining learning analytics data with qualitative methods to make sense of digital technology usage patterns: approaches to learning are associated with learning resources use. Practical recommendations are presented.
Research on the second-level digital divide suggests that motivational factors are crucial for its comprehensive understanding. However, the literature survey indicates a lack of research on ICT usage motives and their relation with student alienation. Using data from an offline survey on university students, this study establishes psychometric properties of student's ICT usage motive scale in the Indian context. Based on SCT theory, the scale distinguishing between three underlying ICT usage motives: socialising, Instrumental and mood management, with the latter two motives negatively correlated with each other. Further analysis shows that instrumental motive reflected a moderate negatively correlation with learned helplessness (LH), learning disinterest (LD) and learning discouragement (LDC) dimensions of student alienation. Socialising motive showed a moderate positive correlation with classroom isolation (CIS). CFA (n= 575) model showed the least metric invariance with regard to gender and residential background. By delineating the relationship between student behaviour and ICT, the scale can be of considerable educational importance.
Covid-19 taught us the importance of personalized ICT use in the higher education context. In this scenario, the importance of researching student's ICT behaviour is becoming ever more crucial. This study investigates the influence of student alienation (SAL), socioeconomic status, residential background, type of course, and gender on students' ICT use behaviour. 704 Kashmiri university students responded to an offline survey comprising two scales: Students ICT use scale and student alienation scale. The results showed that SAL has a negative relationship with student's ICT use for education and capital enhancement. Students differed in their ICT behaviour based on gender, type of course, and residential background. Socioeconomic status was positively correlated with ICT use for education and entertainment. These findings highlight the nuances of ICT use behaviour among young university students. The implications and future research directions have been discussed.
The study compares the access and use of digital technologies between Italy and other OECD countries belonging to the Mediterranean area, both in educational environments and in work contexts, also investigating the opportunities offered by digital technologies for development of learning in various contexts (formal, non-formal, informal), the integration of digital technologies in the classroom, and the use of open education in particular through MOOCs courses. This paper is based on theoretical research and documental research. The data for the preparation of this study were extrapolated from the databases, survey, and questionnaire.
CON CARMEN SERRANO-GONZÁLEZ . INTRODUCCIÓN La Asociación de Periodistas por la Igualdad surgió en Zaragoza tras las reflexiones de un grupo de mujeres periodistas provocadas por la masiva convocatoria del 8M de 2018. Uno de los detonantes en el sector perio-dístico de esta manifestación puede encontrarse en la Plataforma en Defensa de la Libertad de Información (PDLI), cuyo manifiesto "Las periodistas paramos", fue firmado por más de 8.000 mujeres, entre las que se encuentran las redactoras de esta comunicación. Como partici-pantes en la manifestación, que supuso un antes y un después en la lucha feminista de los últimos tiempos en España, se preguntaron hasta qué punto ellas no eran también víctimas de los numerosos problemas que afectan a las mujeres, en pleno siglo XXI. Empezaron a desgranar los frentes a los que cada mañana debían (y de-ben) enfrentarse y decidieron que ellas también tenían que ser asunto y fuente de la noticia. De esta forma, recogieron los principales problemas que les afectaban en primer plano, como son: la precariedad en el sector (afecta al 90% de las mujeres periodistas en plantilla, según De-Miguel, Hanitzsch, Parratt y Berganza, 2017:505); los bajos salarios, tanto en las periodistas más jóvenes como en las veteranas reciben peores
La proliferación de fake news (Waisbord, 2018; De-Keersmaecker y
Roets, 2017) sobre el Covid-19 (Pérez Da Siva et. al, 2020) aumenta el
descrédito de la ciudadanía hacia los políticos y los medios de comunicación
en un momento de crecimiento de fuentes alternativas, protegidas
por el anonimato que favorecen las redes. El incremento de la desinformación
(Bennett; Livingston, 2018), la desconfianza hacia los
medios tradicionales, la polarización política, la fragmentación y la configuración
de un entorno mediático de alta elección (Van-Aelst et al.,
2017) dificultan a los ciudadanos obtener información valiosa sobre
asuntos públicos. Los efectos se agudizan cuando se trata de noticias políticas
sobre terrorismo, desastres naturales, ciencia o leyendas urbanas
(Vosougui, Roy y Aral, 2018).
Los gobiernos y las instituciones públicas activan todos los recursos para
atajar un problema que ya en el año 2018 era considerado como una
amenaza para la democracia (EU vs Disinfo, 2018).
La eclosión de noticias falsas que han empoderado las políticas antidemocráticas
y que igualan al número de noticias profesionales de medios
acreditados (Howard, Wooley y Calo, 2018) instiga a la reinvención de
un periodismo con múltiples desafíos para desenmascarar la mentira a
partir de procesos de verificación informativa (Mantzarlis, 2018;
– 242 –
Marcos Recio, Sánchez Vigil y Olivera Zaldua, 2017), que restablezcan
la credibilidad y la confianza (Bennett y Pfetsch, 2018).
Se dibuja un escenario en el que la prioridad se concentra en advertir a
los públicos sobre la invasión de mentiras y falsos en las redes, promovidas
por los representantes políticos, pero también por los propios
usuarios de la red, convertidos en prosumidores del bulo. La tarea de
factchecking en Twitter no es suficiente para combatir la falacia y se
requiere una labor de auditoría de los propios medios de comunicación,
acorde con criterios de calidad periodística.
In South Africa for the last few years, the Higher Education Institutions (HEIs) have experienced unforeseen events that have eventually led to universities' suspension of academic activities. This has financial implications and leads to the extension of the academic calendar. This article looks at using an online learning platform to respond to unforeseen circumstances and beyond this, a shift to the new mode of university service delivery. The article presents the collective perspective of selected students of the School of Governance at the University of KwaZulu-Natal, South Africa. This quantitative study used a census approach of collecting data from the defined population. A total of 212 questionnaires were distributed to students, of which 107 were completed and returned. E-learning is currently a common topic of conversation and will continue to be so in the wake of the current worldwide COVID-19 pandemic. This study suggests that there is a need to improve students' experiences of using online learning platforms and doing online assessments to roll out online teaching and learning successfully. The results also suggest that the facilitators need to rethink their teaching pedagogy in the process of shifting to e-learning.
De mars à juin 2020, le contexte de pandémie de COVID-19 a entraîné un virage massif vers le numérique au postsecondaire, les apprenants et les formateurs ne pouvant fréquenter physiquement les établissements d’enseignement. Afin d’expliciter et d’analyser l’intégration pédagogique du numérique dans ce contexte, nous poserons un regard critique sur la posture de certains formateurs et miserons sur deux indicateurs émergents issus de groupes de discussion et associés au concept de fracture numérique, c’est-à-dire l’accès aux outils technologique ainsi que leurs usages. Le postulat selon lequel la crise sanitaire influe sur ces indicateurs est préconisé et explicité dans cet article.
Barely a year after Health Canada identified its first case of COVID-19 in a man returning from Wuhan, China, we present the third thematic issue on university teaching, digital literacy, and the pandemic. The first issue (Karsenti et al., 2020) reported on the frantic race to switch to remote learning modes, along with the inherent challenges. The second issue (Roy et al., 2020) focused on the students and how they were coping with the unprecedented conditions. This third issue turns the spotlight onto university teachers.
Over the last couple of years the realities of massive generational
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employers today.
So in 2006 Mark McCrindle of McCrindle Research was
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leading authority on Australia’s changing generations.
This whitepaper came as the result of the need for significant original
research into Generation Y; both qualitative and quantitative.
There is a lot written about Generation Y but much of it is mere
observation or opinion. Therefore McCrindle Research surveyed
Australians and benchmarked the findings of Generation Y against the older generations. This was
followed up with a series of in-depth focus groups of Generation Y’s
which were moderated by Mark McCrindle and assessed against
ongoing research.
We believe that this complimentary whitepaper will be invaluable
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Studies and commentary from the United States suggest that current undergraduates, part of the so called Net Generation, are high end users of emerging technologies such as mobile devices and new communication tools. This paper reports results from an Australian study of first year undergraduates which confirms these assertions: ownership of laptops, mobile phones and music devices appears to be growing rapidly among this group, along with their use of tools such as instant messaging, blogs and podcasts. Discussion of these results include suggestions as to how teachers of first year undergraduates can incorporate these tools and devices into extramural learning experiences in order to increase engagement and exploit the Net Generation's desire for 'connectedness'.
In this paper we explore disciplinary differences in the use of Information and Communication Technologies (ICTs) for teaching and learning in five higher education institutions in the South Africa. Drawing on data from 6 576 student questionnaires, we ascertain whether teaching and learning using ICTs conforms to or challenges existing conventional disciplinary teaching and learning practices. We also observe differences between disciplines. We draw on Laurilllard's conversational framework (Laurillard 2002)to describe ICT use in terms of five key teaching and learning events and o use Biglan's framework (Biglan 1973a; 1973b) to classifying different disciplines in order to compare our findings with other international studies addressing disciplinary differences. For the most part use of ICTs for teaching and learning appears to conform to existing disciplinary approaches except in Health Sciences which has the most frequent and varied use of ICTs across all teaching and learning events. As this is the grouping which has undergone the most profound curriculum transformation we cannot attribute changes in approach to ICTs alone. We also find a lack of disciplinary differences in information seeking behavior between disciplines. However in contrast to these findings where ICT take up is more frequent or varied than expected, we noted that use of ICTs for activities normally common in the sciences such as those requiring repetitive memorisation and factual understanding is low and that staff in business and engineering disciplines are making low use of ICTs for teaching and learning dialogue compared to their students. We offer some suggestions as to what these findings might mean.
The corollary of the 'Digital Native' – young, technologically avid and literate – is the 'Digital Immigrant' – older, less familiar and comfortable with technology. The accompanying rhetoric posits that in the higher education sector, staff and students are ensconced firmly on either side of a 'digital divide', with critical implications and consequences for teaching and learning. This proposition was tested by surveying 108 staff and 2588 first-year undergraduate students across three Australian Universities about their use of a large selection of common and emerging technologies. These technologies were grouped into eight coherent categories using factor analysis. A MANOVA was then used to analyse different uses of these technologies according to participants' role (staff or student), gender and age. Significant main effects were reported for each of these independent variables and differences were seen particularly for technologies related to mobile phone use and gaming. However, the absolute magnitudes of most differences between groups were small and, critically, there were no role, gender or age effects for technology-based activities associated with Web 2.0 technologies, and the overall use of these technologies was low. These findings support a growing evidence base that, while some differences exist, the 'digital divide' between students and staff is not nearly as large as some commentators would have us believe.
The idea of the ‘digital natives’, a generation of tech-savvy young people immersed in digital technologies for which current education systems cannot cater, has gained widespread popularity on the basis of claims rather than evidence. Recent research has shown flaws in the argument that there is an identifiable generation or even a single type of highly adept technology user. For educators, the diversity revealed by these studies provides valuable insights into students' experiences of technology inside and outside formal education. While this body of work provides a preliminary understanding, it also highlights subtleties and complexities that require further investigation. It suggests, for example, that we must go beyond simple dichotomies evident in the digital natives debate to develop a more sophisticated understanding of our students' experiences of technology. Using a review of recent research findings as a starting point, this paper identifies some key issues for educational researchers, offers new ways of conceptualizing key ideas using theoretical constructs from Castells, Bourdieu and Bernstein, and makes a case for how we need to develop the debate in order to advance our understanding.
A great deal has been written over the past few years about the characteristics of a new generation of students and the implications for teaching and learning. This generation, which has variously been referred to as the 'Net Generation', 'Digital Natives' and 'Generation Y' are claimed to be very different to their predecessors in their familiarity with technologies and the regularity with which they use them. Additionally, some commentators have claimed that their immersion in technology during their developmental years has changed the way that they learn and perhaps even the physiology of their brains. This paper reports on some preliminary results from a large cross-institutional study of the implications for University teaching of the characteristics of this generation of students. This paper focuses in particular on the results of a survey of the frequency with which 2588 first year students at the University of Melbourne, the University of Wollongong and Charles Sturt University, use 41 different applications of new technologies in their study and personal lives. The results indicate that there is greater diversity in frequency of use of technology than many commentators have suggested. Importantly, the use of collaborative and self-publishing 'Web 2.0' technologies that have often been associated with this generation is quite low. The results of this large survey suggest that to accept the claims of some of the commentators on the changes needed in universities to cater for this generation of students without undertaking further research is likely to be a substantial mistake.
The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed 'digital natives' or the 'Net generation', these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this genera-tional change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a 'moral panic'. We propose that a more measured and disinterested approach is now required to investigate 'digital natives' and their implications for education.
In this article Donald Philip describes Knowledge Building, a pedagogy based on the way research organizations function. The global economy, Philip argues, is driving a shift from older, industrial models to the model of the business as a learning organization. The cognitive patterns of today’s Net Generation students, formed by lifetime exposure to interactive media, may prepare them for the heterogeneous, distributed systems that characterize tomorrow's learning organizations, but they do need to learn the processes of innovation, creativity, and collaboration that these organizations will value. Knowledge Building, which engages students in building knowledge about a given question in an open, collaborative environment, provides one model for teaching these vital skills. In the knowledge-building paradigm, students form research groups through their interactions with one another and with an online learning environment called Knowledge Forum as they work on problems of understanding. This model, Philip argues, will prepare students for the distributed, collaborative work environments of learning organizations that value creativity and innovation.
This paper describes a project, which has been supported by the Carrick Institute for Learning and Teaching in Higher Education, that aims to identify how the technologybased tools of a new generation of students can be successfully used by higher education. Recent commentaries propose that Universities are ill-equipped to educate a new generation of learners whose sophisticated use of emerging technologies is incompatible with current teaching practice. This project will investigate this proposed gap between learners’ and teachers’ use of technologies and identify the implications for higher education. This paper presents the rationale of the project, highlighting its critical stance on current notions of the ‘Net Generation’. The three phases of the project – Investigation, Implementation and Dissemination – are then described. The project will be undertaken as a collaboration between staff at The University of Melbourne, the University of Wollongong and Charles Sturt University. In the final stages of the project, members of the ascilite community will be able to participate in practical workshops based on the lessons we have learned from questioning the ‘Net Generation’.
This paper reports on the first phase of research that investigates the Net generation entering university. The paper focuses on claims about the Net generation’s relationship to collaboration and cooperation and the ways that this relationship is associated with technological rather than social processes. Based on a survey of first year students in five universities across a range of subjects and disciplinary areas, the paper concludes that we should be cautious about the claims that have been made about Net generation learners. It suggests that broad brush approaches to generational changes obscure the subtle but important differences between students. It also suggests that claims that there has been a step change in attitudes takes attention away from the kinds of choices that might be necessary in relation to variations that are indeed taking place amongst new cohorts of students.
This paper reports on the first phase of research that investigates the Net generation entering university. The paper focuses on claims about the Net generation's relationship to collaboration and cooperation and the ways that this relationship is associated with technological rather than social processes. Based on a survey of first year students in five universities across a range of subjects and disciplinary areas, the paper concludes that we should be cautious about the claims that have been made about Net generation learners. It suggests that broad brush approaches to generational changes obscure the subtle but important differences between students. It also suggests that claims that there has been a step change in attitudes takes attention away from the kinds of choices that might be necessary in relation to variations that are indeed taking place amongst new cohorts of students.
Knew if you that the lan ICTs are technologies offering new ways for communicating and exchanging information and knowledge. The phrase ICT was coined by Stevenson in his 1997 report to the government and promoted the new National Curriculum document. Information communication technologies is a term which is currently used to denote a wide range of services, applications, and technologies, using various types of equipment and software, often running over telecommunication network. The importance of ICTs is not the technology as such, but it's enabling function in access to knowledge, information and communications, increasingly important elements in today's economic and social interactions. ICT particularly the Internet are transforming all human activities dependent on Information, including rural development and in other areas . Internet is cheap, powerful, decentralized and it is in the hands of civil society who can share knowledge and produce information. The Internet It is a network of networks, the word was coined by ARPANET (Advanced Research Project Agency Network) to describe collection of networks that is used common protocol or set of rules for inter machine communication TCP/IP. Internet gives pathways that facilitate the exchange of information, data files. Being connected on the Internet means having access to these pathways. The network grew from a handful of hosts to networks of tens and thousand of hosts. In 1993 users were professors , scientists and engineers at University and government It is estimated that the world wide more than 700 million users, approximately 11percent of world population have access to Internet and it may grow further. China had 79.5 million Web surfers at the end of 2003, a report by the China Internet Network Information Center (CNNIC), and Japan has crossed the 10 million user mark. There are now an estimated 5,000,000 Internet users in India growth rate 231.6 % and population penetration rate is 1.6 %. from 2000 -2003.
Based on survey data from 1222 undergraduate students studying at UK higher education institutions, this article addresses students' engagement with the internet as a source of academic information for their studies. In particular the article explores how academic use of the internet is patterned by a range of potential influences such as students' wider internet use, access and expertise, their year of study, gender, age, ethnic and educational background. Analysis of these data suggests that students' academic internet use is most strongly patterned along the lines of gender and subject-specialism rather than other individual characteristics or differences in technology access or expertise. The article therefore considers how these differences can be addressed by those seeking to encourage ICT-based learning across all sectors of the undergraduate population.
Much research into the use of online information and communication technologies for the internationalisation of learning and teaching has focused on established web technologies. This paper considers the possible internationalisation implications of existing uses of social software, also known as Web 2.0 technologies, which are now widely available inside and outside of formal education settings. The paper reports on two studies: the first, conducted at a large Australian university, investigated differences between international and domestic undergraduate students’ (n = 1973) use of web‐based technologies and tools; the second investigation reports on interviews with eight Australian and eight Singaporean university students about their use and perceptions of blogs and blogging. The findings from two studies provide new evidence of both cultural similarities and cultural differences in aspects of young university students’ use of social software for communication and content creation. Discussion and conclusions draw out factors to be considered in planning to implement new uses of social software among culturally and linguistically diverse students of the Net Generation, in Australia and more generally.
The digital revolution accompaning the new generation is discussed. This revolution is powered by a fundamental preference for interactive media rather than broadcast media. A case study of a class is elaborated which is given the task of preparing a project on salt water fishes. The class make extensive use of Internet to prepare the project and share the project with other students with the help of Internet. The role of the teacher is limited to providing guidelines and the learning process is done by students themselves.
Part 2 of Prensky’s paper exploring the differences between “digital natives” and “digital immigrants”. In this second part the author presents evidence to support these differences from neurology, social psychology and from studies done on children using games for learning.
Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.
Based on research investigating English first-year university students, this paper examined the case made for a new generation of young learners often described as the Net Generation or Digital Natives in terms of agency and choice. Generational arguments set out a case that links young people's attitudes and orientations to their lifelong exposure to networked and digital technologies. This paper drew on interview data from mixed methods research to suggest that the picture is more complex than the equation of exposure to new technologies and a generational change of attitudes and capacities. Starting from the position that interaction with technology is mediated by activity and an intentional stance, we examined the choices students make with regard to the technologies they engage with. We explored the perceived constraints students face and the way they either comply or resist such constraints. We concluded that agency actively shapes student engagement with technology but that an adequate conception of agency must expand beyond the person and the self to include notions of collective agency identifying the meso level as an activity system that mediates between the students and their technological setting.
This paper interrogates the currently pervasive discourse of the ‘net generation’ finding the concept of the ‘digital native’ especially problematic, both empirically and conceptually. We draw on a research project of South African higher education students' access to and use of Information and Communication Technologies (ICTs) to show that age is not a determining factor in students' digital lives; rather, their familiarity and experience using ICTs is more relevant. We also demonstrate that the notion of a generation of ‘digital natives’ is inaccurate: those with such attributes are effectively a digital elite. Instead of a new net generation growing up to replace an older analogue generation, there is a deepening digital divide in South Africa characterized not by age but by access and opportunity; indeed, digital apartheid is alive and well. We suggest that the possibility for digital democracy does exist in the form of a mobile society which is not age specific, and which is ubiquitous. Finally, we propose redefining the concepts ‘digital’, ‘net’, ‘native’, and ‘generation’ in favour of reclaiming the term ‘digitizen’.
Many different teaching methods are used to support learning in higher education. Research into the relationship between the knowledge traditions of fields of study and their most appropriate teaching methods identifies clear differences between the appropriate which are the most suitable in different disciplines. Increasingly, blended approaches to education are being introduced, integrating e-learning with face-to face methods. However, major influences on our understanding of the potential of e-learning have come from psychological and educational perspectives, which are not, of themselves, clearly associated with specific disciplinary needs. This paper identifies e-learning approaches which particularly suit specific disciplinary preferences. It surveys students to identify methods which they believe are particularly relevant to their studies. Their responses support the case for taking a disciplinary perspective when developing blended approaches
This paper reports qualitative findings from a study that investigated Australian university staff and students’ perceptions and use of current and emerging technologies both in their daily lives and in teaching and learning contexts. Forty-six first-year students and 31 teaching and support staff from three Australian universities took part in interviews and focus groups. This paper examines how students and staff reported on their use of new technologies in their daily lives, their stated reasons for using those technologies, and their beliefs about the benefits and limitations of using technologies as teaching and learning tools. The findings question assumptions that have been made about a “digital divide” between “digital native” students and their “digital immigrant” teachers in higher education today, suggesting we need to develop a more sophisticated understanding about the role technologies play in the lives of both students and staff. A better understanding of student and staff perspectives will allow for more informed decisions about the implementation of educational technologies in today’s higher education institutions.
This article reports key findings from the first phase of a research project investigating Net generation age students as they encounter e-learning at five universities in England. We take a critical view of the idea of a distinct generation which has been described using various terms including Net generation and Digital Natives and explore age related differences amongst first year university students. The article draws on evidence from a survey of first year undergraduates studying a range of pure and applied subjects. Overall we found a complex picture amongst first-year students with the sample population appearing to be a collection of minorities. These included a small minority that made little use of some technologies and larger minorities that made extensive use of new technologies. Often the use of new technology was in ways that did not fully correspond with the expectations that arise from the Net generation and Digital Natives theses. The article concludes that whilst there are strong age related variations amongst the sample it is far to simplistic to describe young first-year students born after 1983 as a single generation. The authors find that the generation is not homogenous in its use and appreciation of new technologies and that there are significant variations amongst students that lie within the Net generation age band.
Since 2004, the annual ECAR study of undergraduate students and information technology has sought to shed light on how information technology affects the college experience. We ask students about the technology they own and how they use it in and out of their academic world. We gather information about how skilled students believe they are with technologies; how they perceive technology is affecting their learning experience; and their preferences for IT in courses. The ECAR Study of Undergraduate Students and Information Technology, 2010 is a longitudinal extension of the annual 2004 through 2009 studies. It is based on quantitative data from a spring 2010 survey of 36,950 freshmen and seniors at 100 four-year institutions and students at 27 two-year institutions; student focus groups that included input from 84 students at 4 institutions; and review of qualitative data from written responses to open-ended questions. In addition to exploring student ownership, experience, behaviors, preferences, and s
This paper reports on a study conducted in 2006 with more than 2,000 incoming first-year Australian university students. Students were asked about their access to, use of and preferences for an array of established and emerging technologies and technology based tools. The results show that many first year students are highly tech-savvy. However, when one moves beyond entrenched technologies and tools (e.g. computers, mobile phones, email), the patterns of access and use of a range of other technologies show considerable variation. The findings are discussed in light of Prensky's (2001a) notions of the 'Digital Natives' and the implications for using technology to support teaching and learning in higher education. Yes Yes
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