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Saved by 39 people (-2 private), first by anonymouse user on 2007-09-18
- Marleneubc on 2009-06-27 - Tags library , libe , 508
- Lucretiafraga on 2008-12-05 - Tags teaching , educause , education , technology , university
- Lajost on 2008-11-09 - Tags web2.0 , clickers , Education , students , university , trends , l@jost
- Mrjimhoman on 2008-11-06 - Tags School Stuff , Open House
- Mguhlin on 2008-10-29 - Tags no_tag
Public Sticky notes
Stop the presses: Todayâs college students are using more technology than ever.
Highlighted by bennerg
Today’s college students are using more technology than ever.
Highlighted by mguhlin
provides a jumping-off point for an investigation into how students use information technology in college and how it can be harnessed to improve the learning experience.
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The changes in technological habits aren’t revolutionary per se, as the authors point out; rather, students are making “evolutionary” gains in access to the Internet for everyday uses, inside the classroom and out.
Highlighted by phil_guth
Perhaps the most visible of these changes is the continuing increase in the proportion of students with laptops, which has grown to 73.7 percent of respondents (while an almost-total 98.4 percent own a computer of some kind). More surprisingly, over half of laptop owners don’t bring them to class at all, with about a quarter carrying them to lectures at least once a week.
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What they’re doing when they’re online is also changing somewhat, with the rise of Facebook and other social networking sites as the clearest trend this year (to 80.3 percent from 72.3 percent in 2006),
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streaming video and course management software, which 46.1 percent of respondents said they use several times a week or more (compared with 39.6 percent in 2006).
Highlighted by phil_guth
surveyed 27,864 students at 103 two- and four-year colleges and universities, note that most undergraduates today are “digital natives” who have grown up immersed in technology in some form.
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59 percent preferred a “moderate rather than extensive use of IT in courses.”
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“They’re using social networking sites like crazy, but they don’t necessarily think those have a place in the classroom,” said Gail Salaway, one of the primary authors and a fellow at ECAR.
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That could mean that some professors might have to play catch-up, according to the report, “The ECAR Study of Undergraduate Students and Information Technology, 2007″ — a sentiment also indicated by some of the students in answers to the survey’s open-ended questions.
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“IT is not a good substitute for good teaching. Good teachers are good with or without IT and students learn a great deal from them. Poor teachers are poor with or without IT and students learn little from them.”
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“IT is not a good substitute for good teaching. Good teachers are good with or without IT and students learn a great deal from them. Poor teachers are poor with or without IT and students learn little from them.”
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two-fifths of students said they were more engaged with courses that had IT components, while a fifth disagreed and the rest didn’t say either way.
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the study’s introduction, written by Chris Dede of the Harvard Graduate School of Education, suggests what professors can expect from digital natives’ evolving modes of learning, what he calls “neomillennial learning styles.”
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How can educators adapt their teaching methods to emerging technologies? And should they?
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The implication is less of an emphasis on the “sage on the stage” and a linear acquisition process focusing on a “single best source,” focusing instead on “active learning” that comes from synthesizing information from multiple types of media.
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some educators “are against the idea of technology itself transforming their teaching and student learning.”
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Franklin W. Olin College of Engineering in Needham, Mass
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The college has a 24/7 laptop loan program, which allows students to be in constant communication with each other and helps encourage them to work together on projects, so that “you’ll see students that go out and use things like Google Docs,” editing online in real time,
she said.
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Freshmen
come in to the college already well acquainted with social networking and used to course management software, mainly because of its increasing use in high school, Kossuth said. They use a campus-hosted wiki
to find rides. They work with administrators to improve software offerings. In other words, the students are at the cutting edge, while some faculty are working to catch up.
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Still, in this tech-savvy environment, some face-to-face interaction is still preferred. At the help desk, she said, proposals for chat and text messaging services met with skepticism because students preferred to e-mail or come in themselves. In general, the ECAR report found a number of negative comments about help desks’ effectiveness, suggesting their importance to a smooth IT operation.
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Leisure devices, such as handheld video and music players (read: iPods), have transcended the gender gap. Where there used to be a difference between males’ and females’ ownership of the players just two years ago, the gap has disappeared, with 83.1 percent of 18- to 19-year-olds owning one.
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The report also finds challenges in addressing skills gaps for using spreadsheets and CMS software, highlighting the need for colleges to provide instructional technology to bring students up to speed.
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