No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
The Next Generation
Abstract
Focusing on intermediate and institutional levels of design for learning, this chapter explores how institutional decisions relate to design, using recent experience at The Open University as a case study. To illuminate the relationship between institutional decisions and learner-focused design, we review and bring together some of the research on learner practices in mobile and networked learning. We take a critical stance in relation to the concept of generation, which has been applied to understanding learners of different ages using terms such as net generation and digital natives. Following on from this, we propose an integrated pedagogical design approach that takes account of learner practices, spaces for learning, and technologies. The chapter also proposes future research directions focused on the changing context for learning, a distinction between place and space and an understanding of how the different levels of educational systems interact with mobile and networked technologies.
Educational Technology (Ed. Tech) can provide different approaches to our learning designs and engage and motivate students to achieve their academic aims. However, few efforts have been made to use response tools in collaborative settings systematically. It has been argued that removing the social factor in a collaboration, i.e., the ability to micro-communicate and socially interact, makes it challenging to enhance the learning experience. This article investigates a possible pedagogical strategy to mitigate the potential adverse effects of moving the collaboration into an online or hybrid environment. The article aims at determining which pedagogical strategies are necessary to implement to heighten the learning outcome from collaborative work when using Ed. Tech. The results are extracted from previous research in the project iLikeIT2 and quantitative and qualitative data obtained through instructor training in four different countries with 46 participants. The data is analyzed according to codes and interpreted in the research group. The results provide recommendations on what to consider when using Ed. Tech in collaborative settings. For instance, how to design groups, how to do assessments, the type of facilitation needed, the amount of individual work within the group, and more.KeywordsEducation Technologypedagogical strategycollaboration
Self-regulated learning (SRL) is associated with students' academic performance, but it is difficult for learners. It can be learnt and taught. This study investigates how we can support second language learners in fostering affective learning skills needed for the successful acquisition of the targeted language. In the research literature, the affective domain has received little attention compared to other aspects of SRL. In this design-oriented case study, a prototype of a cultural appropriate tool (the AffecTive LeArning Srl (ATLAS) mobile app) aiming to support students with affective learning in their SRL process, was designed and evaluated with 13 Japanese language students through semi-structured interviews and usability testing. The app's design has been informed by Zimmerman's SRL model, and its affective learning part-by the psychoevolutionary theory of emotions. Design Science Research was adopted as the overall methodology. The findings show that the majority of the respondents exhibited positive attitudes towards the use of the affective learning scenarios embedded in the ATLAS app to enhance their SRL. Especially, the perceived usefulness of the ATLAS' affec-tive learning part was seen to increase their awareness of their individual SRL process, as well as their engagement in-and motivation for self-regulated language learning across learning settings. In regard to the SRL phases (i.e., plan, monitor and reflect), the results indicate that the students would prefer to perform affective learning activities during each SRL phase. From a practical perspective, this study presents a culturally adapted SRL tool and provides relevant design guidelines.
The number of educational courses offered online is growing, with students often having no choice for alternative formats. However, personal characteristics may affect online academic performance. In this study, the authors apply two business analytics methods - multiple linear/polynomial regression and generalized additive modeling (GAM) - to predict online student performance based on six personal characteristics. These characteristics are: communication aptitude, desire to learn, escapism, hours studied, gender, and English as a Second Language. Survey data from 168 students were partitioned into training/validation sets and the best fit models from the training data were tested on the validation data. While the regression method outdid the GAM at predicting student performance overall, the GAM explained the performance behavior better over various predictor intervals using natural splines. The study confirms the usefulness of business analytics methods and presents implications for college administrators and faculty to optimize individual student online learning.
Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors' research demonstrated that Student Response System (SRS) supported approaches influenced not only lecture design-time management, the mode of material presentation, activity switch patterns-but also learner-teacher interaction, student collaboration and output, formats of activities and tasks. SRS-supported lectures help instructors gradually move towards flipped classrooms and MOOC lecturing. The authors' analysis, based on qualitative and quantitative data collected from two student groups (56 undergraduate students) in the 2012-2013 academic year, showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improved their intercultural competence and language skills and enhanced their motivation.
Shift has been detected in the ICT-enhanced teaching/learning, particularly from e-learning to cloud and m-learning. For education, it offers new possibilities to structure and perform learning processes. That was the reason why a case study was prepared summarizing how this process was carried out at the Faculty of Informatics and Management (FIM), monitoring (1) learners´ knowledge reached with/without the ICT support, (2) the impact of ICT in the instruction tailored to learners´ preferences, (3) evaluating the work with virtual desktops and (4) learners´ readiness for m-learning, mainly what mobile devices they own, which of them they use for personal purposes, whether they have adequate skills developed, and whether mobile devices could be implemented in the process of instruction. Despite no statistically significant differences were detected in researches 1 and 2, learners expressed high satisfaction with using virtual desktops, wide possession of mobile devices and good skills in using them for personal activities.
Increasingly, the education world finds itself working in an environment that is full of mobile devices and tools. Students are likely to own smartphones and tablets and instructors are faced with the challenge of integrating mobile devices into their course activities, whether as a full delivery medium, an enhancement or an optional tool. The M-COPE framework prompts instructors to consider five critical areas related to mobile learning: Mobile affordances, Conditions, Outcomes, Pedagogy and Ethics. This framework can be integrated with any instructional design process to help instructors engage in the informed design of mobile learning activities. This paper presents the framework and how it can be used with the ADDIE model of instructional design, and provides two case examples of how M-COPE influenced the success of two mobile learning activities.
Full text of this item is not currently available on the LRA. The final published version is available at http://www.igi-global.com/Bookstore/Article.aspx?TitleId=2755, Doi: 10.4018/jmbl.2009010102. This article was also published as Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sanchez, I., and Vavoula, G. (2008). Innovizione nel mobile learning: Una prospettiva europea sulle potentialitá didattiche della technologia mobile per l'apprendimento. Technologie Didattiche, 44 (2), pp. 4-21. In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our article aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date.
Many children already have access to a number of handheld and mobile devices for private use. However, this mobile trend does not appear to be reflected in the school. There are many barriers and triggers for such use, and in this paper we focus on the teacher's perception of mobile technology and its affordances for pedagogical practices and activities in the classroom. We emphasise the relationship between teacher's perception and pedagogical practices as seen through on-task activies. This paper is based on classroom observations, informal conversations and interviews with teachers in two classroom settings, one in the US and one in Norway. We use a tools/signs dichotomy as a conceptualisation of how the teachers perceive how the mobile devices mediate the pedagogical practices.
Purpose of this document In the context of ongoing CERI work on higher education, this document addresses three questions. First, can the claim that today's higher education students are new millennium learners be sustained empirically? Second, is there research evidence demonstrating the effects of technology adoption on cognitive development, social values, and learning expectations? Third, how are higher education institutions coping with the widely assumed teaching and learning implications of the emergence of the new millennium learners? This document is an excerpt of Chapter 5 in the upcoming CERI volume on Technology in Higher Education in the Higher Education to 2030 series, which takes a forward-looking approach to analysing the impact of various contemporary trends on tertiary education systems.. For more information:
The Open University of the Netherlands (OUNL) has adopted the concept of the personal learning and working environment (PLWE) as the future delivery platform of its educational services to students. This concept means that students should be able to shape their own personal virtual (learning) environment, based on individual tool and technology preferences .
To support this concept the OUNL faces the challenge of setting up an architecture and investing in the development of a set of educational services that can be integrated not only in the institutional learning environment, but that can also be merged with personal environments.
In this presentation we describe the first steps of a distance teaching university in its move towards this PLWE concept. This means reconsidering the role and position of the current, more traditional VLE, and developing new educational services that aim at getting students more committed and involved, inspired by the success of current web2.0 technology.
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.
The paper presents research concerned with learner-driven innovative practice with mobile technologies and the interface between formal and informal learning. We build on our previous work investigating student use of personal devices for learning, work, social interaction and entertainment. A recent phase of the research included an international survey focusing on students registered on selected Masters and doctoral programmes in the UK, Sweden, Portugal, Hong Kong and Australia. The research gives an account of everyday uses and more unusual deployments of personal technologies by students from departments of education and technology. It illuminates learner choices and preferences, attitudes towards work–life boundaries, evolving social and cultural practices, and the impacts of technological change.
The pace of current technological advancement is phenomenal. In the last few years we have seen the emergence of ever more sophisticated gaming technologies, rich, immersive virtual worlds and new social networking services that enable learners and teachers to connect and communicate in new ways. The pace of change looks set to continue as annual Horizon reports testify (http://www.nmc.org/horizon) and as encapsulated in the following quote from the NSF-report on cyberlearning: Imagine a high school student in the year 2015. She has grown up in a world where learning is as accessible through technologies at home as it is in the classroom, and digital content is as real to her as paper, lab equipment, or textbooks. At school, she and her classmates engage in creative problem-solving activities by manipulating simulations in a virtual laboratory or by downloading and analyzing visualizations of real- time data from remote sensors. Away from the classroom, she has seamless access to school materials and homework assignments using inexpensive mobile technologies. She continues to collaborate with her classmates in virtual environments that allow not only social interaction with each other but also rich connections with a wealth of supplementary content… (Borgeman et al., 2008: 7). Clearly new technologies offer much in an educational context, with the promise of flexible, personalised and student-centred learning. Indeed research over the past few years, looking at learners’ use of technologies, has given us a rich picture of how learners of all ages are appropriating new tools within their own context, mixing different applications for finding/managing information and for communicating with others (Sharpe and Beetham, 2010). This paper explores the question: “What is likely to be the impact of an increasingly ‘open’ technologically mediated learning environment on learning and teaching in the future? In a world where content and expertise is often free and where services are shifting to the ‘cloud’, what are the implications for education? Materials for the paper and the presentation at the conference will be made available via our Cloudworks site for learning and teaching (http://cloudworks.ac.uk/index.php/cloud/view/2695.html) along with a set of questions for consideration. The paper draws on research at the Open University, UK. In particular, our work on: • Learning Design (where we are developing tools and resources to help teachers design better learning experiences) • Open Educational Resources (through our OLnet initiative which provides a global research network for those interested in using Open Educational Resources).
This book provides an essential resource for researchers and practitioners in the area of networked learning. Networked learning is learning in which information and communication technology is used to promote connections: between one learner and other learners; between learners and tutors and between a learning community and its learning resources. Informed by theory this book provides insights into the growing area of educational practice that is covered by the term networked learning. The collection is written in a way that is accessible and useful for both researchers and practitioners. Written by experienced European researchers the chapters in this collection represent a major contribution to the development of a body of research evidence in the field. The collection is the outcome of a research team that was funded by the European Union as part of the Kaleidoscope Network of Excellence. The range of topics and the theoretical development of ideas in the collection demonstrate the vibrancy of the research community that has developed in the area of networked learning. Whilst the chapters are always rooted in practice they also contribute to a complex understanding of the changes that are taking place in education at a time when digital networks have become an essential part of the learning environment. This volume will prove valuable for those working in higher education and professional development.
Mobile devices have become commonplace tools, yet little is known about how individuals use them in their teaching, learning, work, and leisure. We report on an investigation into personal mobile device use by students and alumni from the global master's degree in online and distance education offered by the Institute of Educational Technology at the Open University (UK). The study identifi ed various types of activity undertaken, and focused on emerging issues in relation to innovative practices. Participants described their uses of four types of device, the frequency of specifi c uses, and their views on the attractions and disadvantages of mobile learning. The chapter is intended to inform those who are interested in the potential of mobile learning, designing
Fifty-seven alumni of a global Masters programme participated in research into their use of mobile devices. Drawing on questionnaire and interview data, the paper examines how far the devices were embedded in the personal and professional lives of these alumni, most of whom were aged 35–54. All had experience of online and distance education, and most worked in education or training. The study revealed some innovative uses of mobile devices, a selection of which is reported in this paper. The paper links the findings to wider debates about the changing relationship between learners and educational institutions, and the role of mobile devices in enabling individuals to engage in learning conversations. Data are provided on which devices were used by the alumni and for what purposes, and the paper explores the implications of these findings for educators.
What does learning in today's technology-enhanced environment mean? Is learning as an activity fundamentally changing as a result of the opportunities offered by new technologies and tools? How are the new communicative channels and increased social dimensions possible through Web 2.0 technologies impacting on the way students work and learn? And what does this mean for the role of teachers and institutions in terms of how they support students? This paper considers these questions and reports on findings from current research evaluating how students are actually using technologies and what this research tells us about the ways in which patterns of learning might be changing. It will consider the implications for individual teachers (in terms of designing and supporting learning activities for students) and institutions in terms of the impact on policy and the associated infrastructure needed to provide an appropriate environment that maximises the potential offered by new technologies.
The paper addresses the question of how to design for learning taking place on mobile and wireless devices. The authors argue that learning activity designers need to consider the characteristics of mobile learning; at the same time, it is vital to realise that learners are already creating mobile learning experiences for themselves. Profound changes in computer usage brought about by social networking and user-generated content are challenging the idea that educators are in charge of designing learning. The authors make a distinction between designed activity, carefully crafted in advance, and user-generated activity arising from learners’ own spontaneous requirements. The paper illustrates what each approach has to offer and it draws out what they have in common, the opportunities and constraints they represent. The paper concludes that user-generated mobile activity will not replace designed activity but it will influence the ways in which designed activity develops.
In this paper, we examine emerging ways to describe and structure learning material, learning tasks and learning situations. In particular, we consider three different approaches, looking at common issues and differences in emphasis. These approaches are: learning patterns, inspired by the architectural patterns of Alexander; learning design, as described in the IMS Learning Design specification and which itself draws on Educational Modelling Language (EML) developed at The Open University of the Netherlands and learning activities as used in the Learning Activity Management System (LAMS).
The New technologies, new pedagogies project used a designbased research approach in the creation and evaluation of pedagogies and their use in a range of higher education classes. This chapter describes the findings of the project as a whole, and presents principles to inform the design of innovative learning environments employing mobile technologies in higher education learning environments.
This paper reports the first phase of an ESRC funded research project to investigate first year students’ use of technology in relation to the idea of young people born after 1983 forming a distinct age cohort described variously as the Net generation or Digital Natives. The research took place in five English universities in the spring of 2008. The research found a far more complex picture than that suggested by the rhetoric with student use of new technologies varying between different universities and courses. Some of the more discussed new technologies such as blogs, wikis and virtual worlds were shown to be less used by students than might have been expected. The Net generation appears if anything to be a collection of minorities with a small number of technophobic students and larger numbers of others making use of new technologies but in ways that did not fully correspond with many of the expectations built into the Net generation and Digital Natives theses.
Drawing on Archer’s perspectives on the agency / structure relationship, this paper explains situations where students in varied, challenging circumstances find ways to negotiate difficult conditions. The paper firstly reports specific findings of a study on student access and use of technology in three universities in South Africa; and then uses Archer’s concept of agency to explain the findings.
The context of the study is a South African higher education system clearly committed to preparing university students for participation in the knowledge society as is evident in numerous policy documents. However, the response to this rapid worldwide social and economic transformation has occurred simultaneously with the substantial restructuring of a fragmented, divided and unequal sector, the legacy of racially demarcated and differentially resourced apartheid institutions (Department of Education, 2001, Gillard, 2004).
Additionally, social demands on South African higher education institutions have intensified in recent years. Increased participation by a diverse range of students has resulted in massification of the sector within a context of limited or even reduced funding (Maasen and Cloete, 2002). As is the case internationally, there are both more and different students entering the sector.
This paper discusses the role of institutional issues in the deployment of infrastructures for learning and the ways in which they can impact on the range of choices and opportunities for collaboration in university education. The paper is based on interviews with 12 key informants selected from relevant staff categories during the deployment of a new institutional infrastructure in a large UK based distance learning university. It is supplemented by participant observation by the author who was part of a group of advisors tasked with working with the project team developing and deploying the new infrastructure. The paper investigates the development and deployment of the infrastructure as a meso level phenomena and relates this feature to the discussion of emergence and supervenience as features of social interactions in education.
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”.
This document presents the key findings from the 2009 ECAR (EDUCAUSE Center for Applied Research) study, "Spreading the Word: Messaging and Communications in Higher Education," by Mark C. Sheehan, with Judith A. Pirani. The study presents a comprehensive analysis of how colleges and universities plan, organize, deploy, and support messaging and communication technologies and provides insights into the level of confidence the institutions have in these technologies, how well the technologies perform, and how the importance and usage of these technologies might change in the foreseeable future. The study is informed by 351 responses to a quantitative survey of EDUCAUSE member institutions, along with 37 interviews with higher education leaders who are especially active in the fields of messaging and communications. (Contains 3 figures and 2 tables.)
Universities are losing their grip on higher learning as the Internet is, inexorably, becoming the dominant infrastructure for knowledge--both as a container and as a global platform for knowledge exchange between people--and as a new generation of students requires a very different model of higher education. The transformation of the university is not just a good idea. It is an imperative, and evidence is mounting that the consequences of further delay may be dire. Change is required in two vast and interwoven domains that permeate the deep structures and operating model of the university: (1) the value created for the main customers of the university (the students); and (2) the model of production for how that value is created. First universities need to toss out the old industrial model of pedagogy (how learning is accomplished) and replace it with a new model called collaborative learning. Second they need an entirely new "modus operandi" for how the subject matter, course materials, texts, written and spoken word, and other media (the content of higher education) are created. The authors believe that if the university opens up and embraces "collaborative learning" and "collaborative knowledge production," it has a chance of surviving and even thriving in the networked, global economy. They call for the launching of a "Global Network for Higher Learning," consisting of the following five stages or levels: (1) course content exchange; (2) course content collaboration; (3) course content co-innovation; (4) knowledge co-creation; and (5) collaborative learning connection. (Contains 23 notes.)
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.
Traditionally, at least according to popular wisdom, learning took place in venues that were custom-designed for the purpose. The purpose, given the evidence of the artefacts with which we are confronted, seems to have been the educational equivalent of the production line that so succinctly characterised the industrialisation of society. One consequence of this design logic, however, is that learning is defined as something that is married to a ‘place’. This paper will argue that the conceptual ‘slippage’ that characterises the disappearing differences between ‘learning spaces’ and ‘learning environments’, coupled with the further ‘displacement’ of the learner (turned avatar) in virtual spaces such as Facebook and Second Life, serves to ‘displace’ learning itself. The paper argues further that we have failed to recognise the primacy of ‘physical situatedness’ to our conceptions of learning itself. In short, our difficulty in understanding and articulating the nature of learning is partly brought about by our inability to articulate where learning takes place—in a world characterised by virtual space and electronic selves. If we are to articulate the nature of learning in our age, then we need to articulate the nature of the real and virtual spaces and bodies that we inhabit.
People who have grown up with digital media are often assumed to be universally savvy with information and communication technologies. Such assumptions are rarely grounded in empirical evidence, however. This article draws on unique data with information about a diverse group of young adults’ Internet uses and skills to suggest that even when controlling for Internet access and experiences, people differ in their online abilities and activities. Additionally, findings suggest that Internet know-how is not randomly distributed among the population, rather, higher levels of parental education, being a male, and being white or Asian American are associated with higher levels of Web-use skill. These user characteristics are also related to the extent to which young adults engage in diverse types of online activities. Moreover, skill itself is positively associated with types of uses. Overall, these findings suggest that even when controlling for basic Internet access, among a group of young adults, socioeconomic status is an important predictor of how people are incorporating the Web into their everyday lives with those from more privileged backgrounds using it in more informed ways for a larger number of activities.
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 article examines the significance of place and location at a time when mobile and networked technologies allow students access from a diversity of contexts. The article reports a cultural probe exercise. Over a 24-hour period, undergraduate students received SMS text messages and recorded answers to a fixed set of prompt questions using a small hand-held video camera or a notebook. Our findings provide limited evidence of changes in student practices in relation to the adoption of mobile network access. Students still use the kinds of learning spaces they used 10 years ago despite the increased availability of wireless access to the internet and the increased ownership of mobile devices. An area where there has been significant change is in the social character of students' engagements with networked technologies and the integration of the mobile phone, social networking and other social technologies into the everyday fabric of student life.
At the heart of this chapter is the relationship between the design for learning, that plays to the strengths of mobile and wireless technologies (learning that is essentially situated, spontaneous, personalised, inclusive, and so on), and the design of aspects of learning such as content, activities and communication. We also consider how design should take account of both physical space lay-out and the networking capabilities of the new technologies.
This book presents a clearly and soundly argued case for the integration of educational technology into university teaching where the primary focus is to enhance student learning. Different teaching media, including audio-visual, hypermedia, interactive, adaptive and discursive media are discussed in the light of research into student learning. Practical guidelines for designing educational technology are provided.
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
How students in higher education use their mobile phones for learning
- C.Bradley
A comparison of three open universities and their acceptance of Internet technologies
- C Jones
- K Aoki
- E Ruslan
- K Schlusmans
- R.Koper
A critique of Tapscott and William's views on university reform. E-learning and Distance Education Resources website
- T Bates
The digital native and digital immigrant: A dangerous opposition. Paper presented at the Annual Conference of the Society for Research into Higher Education (SRHE), Brighton 11-13th
- S Bayne
- J Ross
Delivering the future for learners: Harnessing technology
- Becta
Mobile financial services growing quickly but banks missing opportunities. Mobile Commerce Daily
- D Butcher
7 things you should know about location-aware applications
- Educause
Infrastructures for learning - Ethnographic inquiries into the social and technical conditions of education and training
- F Guribye
Review of e-learning theories, frameworks and models
- T Mayes
- S De Freitas