They are characterized as preferring teamwork, experiential activities, and the use of technology
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in title, tags, annotations or urlThe Secret to Grace Under Pressure | TIME Ideas | TIME.com - 0 views
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Convenience, Communications, and Control: How Students Use Technology | Resources | EDU... - 0 views
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Doing is more important than knowing, and learning is accomplished through trial and error as opposed to a logical and rule-based approach.2 Similarly, Paul Hagner found that these students not only possess the skills necessary to use these new communication forms, but there is an ever increasing expectation on their part that these new communication paths be used
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Much of the work to date, while interesting and compelling, is intuitive and largely based on qualitative data and observation.
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There is an inexorable trend among college students to universal ownership, mobility, and access to technology.
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Students were asked about the applications they used on their electronic devices. They reported that they use technology first for educational purposes, followed by communication.
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All self-reported. Would have been powerful if could have actually tracked a representative sample and compared actual use with reported use.
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presentation software was driven primarily by the requirements of the students' major and the curriculum.
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Communications and entertainment are very much related to gender and age.
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From student interviews, a picture emerged of student technology use driven by the demands of the major and the classes that students take. Seniors reported spending more time overall on a computer than do freshmen, and they reported greater use of a computer at a place of employment. Seniors spent more hours on the computer each week in support of their educational activities and also more time on more advanced applications—spreadsheets, presentations, and graphics.
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Confirming what parents suspect, students with the lowest grade point averages (GPAs) spend significantly more time playing computer games; students with the highest GPAs spend more hours weekly using the computer in support of classroom activities. At the University of Minnesota, Crookston, students spent the most hours on the computer in support of classroom activities. This likely reflects the deliberate design of the curriculum to use a laptop extensively. In summary, the curriculum's technology requirements are major motivators for students to learn to use specialized software.
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The interviews indicated that students are skilled with basic office suite applications but tend to know just enough technology functionality to accomplish their work; they have less in-depth application knowledge or problem solving skills.
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According to McEuen, student technology skills can be likened to writing skills: Students come to college knowing how to write, but they are not developed writers. The analogy holds true for information technology, and McEuen suggested that colleges and universities approach information technology in the same way they approach writing.6
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he major requires the development of higher-level skill sets with particular applications.
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Not really quantitative--self-reported data back by selected qualitative interviews
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The comparative literature on student IT skill self-assessment suggests that students overrate their skills; freshmen overrate their skills more than seniors, and men overrate their skills more than women.7 Our data supports these conclusions. Judy Doherty, director of the Student Technologies Resource Group at Colgate University, remarked on student skill assessment, "Students state in their job applications that they are good if not very good, but when tested their skills are average to poor, and they need a lot of training."8
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Mary Jane Smetanka of the Minneapolis–St. Paul Star Tribune reported that some students are so conditioned by punch-a-button problem solving on computers that they approach problems with a scattershot impulsiveness instead of methodically working them through. In turn, this leads to problem-solving difficulties.
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We expected to find that the Net Generation student prefers classes that use technology. What we found instead is a bell curve with a preference for a moderate use of technology in the classroom (see Figure 1).
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More information needs to be given to find out why--may be tool and method not engaging.
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It is not surprising that if technology is used well by the instructor, students will come to appreciate its benefits.
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A student's major was also an important predictor of preferences for technology in the classroom (see Table 3), with engineering students having the highest preference for technology in the classroom (67.8 percent), followed by business students (64.3 percent).
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Humanities 7.7% 47.9% 40.2
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he highest scores were given to improved communications, followed by factors related to the management of classroom activities. Lower impact activities had to do with comprehension of classroom materials (complex concepts).
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I spend more time engaged in course activities in those courses that require me to use technology.
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The instructors' use of technology in my classes has increased my interest in the subject matter. 3.25 Classes that use information technology are more likely to focus on real-world tasks and examples.
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Interestingly, students do not feel that use of information technology in classes greatly increases the amount of time engaged with course activities (3.22 mean).12 This is in direct contrast to faculty perceptions reported in an earlier study, where 65 percent of faculty reported they perceived that students spend more time engaged with course materials
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Only 12.7 percent said the most valuable benefit was improved learning; 3.7 percent perceived no benefit whatsoever. Note that students could only select one response, so more than 12.7 percent may have felt learning was improved, but it was not ranked highest. These findings compare favorably with a study done by Douglas Havelka at the University of Miami in Oxford, Ohio, who identified the top six benefits of the current implementation of IT as improving work efficiency, affecting the way people behave, improving communications, making life more convenient, saving time, and improving learning ability.14
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Would have been good to know exactly what kinds of technologies were meant here.
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Our data suggest that we are at best at the cusp of technologies being employed to improve learning.
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The interactive features least used by faculty were the features that students indicated contributed the most to their learning.
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he students in this study called our attention to performance by noting an uneven diffusion of innovation using this technology. This may be due, in part, to faculty or student skill. It may also be due to a lack of institutional recognition of innovation, especially as the successful use of course management systems affects or does not affect faculty tenure, promotion, and merit decisions
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we found that many of the students most skilled in the use of technology had mixed feelings about technology in the classroom.
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What we found was that many necessary skills had to be learned at the college or university and that the motivation for doing so was very much tied to the requirements of the curriculum. Similarly, the students in our survey had not gained the necessary skills to use technology in support of academic work outside the classroom. We found a significant need for further training in the use of information technology in support of learning and problem-solving skills.
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Course management systems were used most by both faculty and students for communication of information and administrative activities and much less in support of learning.
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In 1997, Michael Hooker proclaimed, "higher education is on the brink of a revolution." Hooker went on to note that two of the greatest challenges our institutions face are those of "harnessing the power of digital technology and responding to the information revolution."18 Hooker and many others, however, did not anticipate the likelihood that higher education's learning revolution would be a journey of a thousand miles rather than a discrete event. Indeed, a study of learning's last great revolution—the invention of moveable type—reveals, too, a revolution conducted over centuries leading to the emergence of a publishing industry, intellectual property rights law, the augmentation of customized lectures with textbooks, and so forth.
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Both the ECAR study on faculty use of course management systems and this study of student experiences with information technology concluded that, while information technology is indeed making important inroads into classroom and learning activities, to date the effects are largely in the convenience of postsecondary teaching and learning and do not yet constitute a "learning revolution." This should not surprise us. The invention of moveable type enhanced, nearly immediately, access to published information and reduced the time needed to produce new publications. This invention did not itself change literacy levels, teaching styles, learning styles, or other key markers of a learning revolution. These changes, while catalyzed by the new technology, depended on slower social changes to institutions. I believe that is what we are witnessing in higher education today.
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The institutions chosen represent a nonrepresentative mix of the different types of higher education institution in the United States, in terms of Carnegie class as well as location, source of funding, and levels of technology emphasis. Note, however, that we consider our findings to be instructive rather than conclusive of student experiences at different types of Carnegie institutions.
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Qualitative data were collected by means of focus groups and individual interviews. We interviewed undergraduate students, administrators, and individuals identified as experts in the field of student technology use in the classroom. Student focus groups and interviews of administrators were conducted at six of the thirteen schools participating in the study.
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Confessions of a Podcast Junkie: A Student Perspective (EDUCAUSE Review) | EDUCAUSE - 3 views
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My experience in creating podcasts came through much nobler endeavors. It began with a research project in the working-class neighborhoods of North Belfast and a frustrated conversation over pints in a pub. I was on a research high after an interview with two women of very different political backgrounds. They were friends, brought together by the work of a local nonprofit, and their mutual admiration shone from the lightning-fast banter that they tossed back and forth throughout the interview. It was clear to me that they were a perfect example of a friendship from different sides of the political divide. But my friend at the pub just couldn't get it. He suggested that their friendship might be contrived, a mere show for my benefit, or that if real, it didn't mean as much as I thought. Exasperated, I pulled out my recorder and played the conversation back to him. As their Belfast accents filled up our corner booth, I could see his posture slacken and the battle turn my way. In that moment, I decided that only a podcast could finish telling my story. Over the next months, armed with just an MP3 player and some freeware suggested by a friend, I worked to piece together the story of North Belfast through interviews, conversations, and the sounds of the streets. The result was crude, elementary, and slightly difficult to listen to. But I was hooked.
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Student Use (and Misuse) of Podcast Technology
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In fact, the iPod topped the list of the most "in" things on campus in 2006, according to Student Monitor's Lifestyle & Media Study.
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I don't have any of them, but after studying and teaching in an American university , I feel it is one of the important things that I have to own!! -
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I have a mp3 player, not an iPod and, anyway, I do not see why iPods are so popular... -
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Mine doesn't really work since I put it in the laundry. But I never used it much anyway because it's not compatible with .flac files.
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transfer lectures and course material
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"The good thing was that you could listen to a section over and over again if you wanted to review it," Clemen says. "There were a few podcasts that I had to review a couple of times. I could write out what he was saying and listen to what he was saying again." Reviewing came in handy, they all say, especially during project or exam times. "[With the podcasts], I've got more material to go back to if I wanted to review that module," Clemen says. "Whereas with the rest of the material, I just have some PowerPoint and my own notes."
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The trick, students say, is to make sure that there is something to gain by attending class and downloading the lecture.
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the material has to be relevant to the rest of the course. Otherwise, it's just a cool technology to have." Material should have a clear connection to the actual course, making a seamless transition between face time and the online realm.
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Students stress the need to keep audio and video concise and engaging.
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ust because a student totes an iPod on campus doesn't mean that the student is podcast-savvy.
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"There aren't any time constraints. Your podcast doesn't have to be an exact amount of time. You have carte blanche to change the format and grow your show." He also helps capture audio from guest speakers so that the programs can be
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n to the guest lectures while on the bus, at the gym, or in their dorm rooms. Still, Stein never felt the urge to skip class. "It was nice to know that if you missed class, you could record the lectures," she says. "But the iPod didn't encourage you to miss class. There's not a chalkboard that you can see or problems that you can see worked out. I think more people show up in a [podcasting] course because it encourages more interaction."
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"It's much better than writing a paper. It's more interesting, much more fun, and much more creative. You get a lot of time to work on it, and it's more collaborative because you're working with other people. You're creating the performance as you go and then continuously working on it." Creating a podcast didn't mean less work, he says.
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This seems to go on the idea of trying to make one's class accessible to everyone. So with podcasts students with strong oral skills might excell.
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Still, we don't want students to end up with poor writing skills. So I guess with the help of other uses of technolog like wikis we can make writing papers more fun and help stdents improve that as well.
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Though her goal was to increase learning for her peers in the anatomy course, she found that creating the material was a boon to her own learning. "As a student creating the podcasts, I had the chance to learn a lot more than I would have taking a course," she says. "It's about learning how to teach the material and how to make a narration out of it. You have this intimate knowledge of the material, and now you know how to show the different sides of an issue."
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Besides the entertainment value, Westfall and Finnegan say that the podcasts were especially useful for reviewing material. They used the podcasts as refreshers throughout the semester and during exam time. In addition, creating a segment meant that they had to brush up on their own knowledge of the subject.
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I don't want [the podcasts] to overlap with lectures too much; I still want people to go to the lecture. This is a very relaxed way to get the information to them. They can do it on their own time and download it whenever."
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Though the podcasts arre a great idea for reviewing materials and catching up on things you missed in a class, still they will result in having less and less face-to-face interaction which is still needed especially when learning languages. I guess students will be tempted to miss classes more and more , even though the article suggested that using podcasts will encourage them not to do so!!
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Knowing my own podcast history, I had to wonder just how quickly the students were jumping on board. Armed with my same recorder—though it was now slightly rougher for the wear—I asked students at colleges and universities across North America about their iPod and MP3 use, their familiarity with podcasting, and just how they saw podcasting as part of the classroom.
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Knowing my own podcast history, I had to wonder just how quickly the students were jumping on board. Armed with my same recorder—th
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"Besides the entertainment value, Westfall and Finnegan say that the podcasts were especially useful for reviewing material. They used the podcasts as refreshers throughout the semester and during exam time. In addition, creating a segment meant that they had to brush up on their own knowledge of the subject."