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210
The digital divide between university students and teachers in Hong Kong
, 2009
"... digital divide between students and staff has been overestimated. This study, conducted at The Chinese University of Hong Kong, investigated the ownership and use patterns of a range of digital technologies by a stratified sample of 689 Year 1 Hong Kong students and 56 of their teachers. The study i ..."
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digital divide between students and staff has been overestimated. This study, conducted at The Chinese University of Hong Kong, investigated the ownership and use patterns of a range of digital technologies by a stratified sample of 689 Year 1 Hong Kong students and 56 of their teachers. The study illustrated that our students on the whole are ‘digitally ready’. However, these so-called digital natives are not a homogeneous group and there is variation both in the level of ownership of digital devices and of perceived acquisition of appropriate digital skills. The digital divide between teachers and students is not straightforward and appear to relate, not to ownership, but to preferences and prior experiences with technology. Factor analysis revealed seven categories of technology-based activities with students reporting higher use and confidence in most areas. Implications for staff development and student-support services are noted.
Digital Natives and Mobile Phones: A Survey of Practices and Attitudes about Privacy and Security
"... The generation of young people who do not remember life before the Internet, who grew up surrounded by computing technology and mobile phones, are often referred to as ‘digital natives’. This generation has a special affinity to mobile devices – young people often carry their mobile phones with them ..."
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The generation of young people who do not remember life before the Internet, who grew up surrounded by computing technology and mobile phones, are often referred to as ‘digital natives’. This generation has a special affinity to mobile devices – young people often carry their mobile phones with them at all times to keep a constant connection with their friends while also consuming and creating digital media. This paper presents the results of a survey of over 330 young people aged 18 to 25, which attempts to evaluate their use of mobile technology, their attitudes about security and privacy as it relates to mobile phones, as well as their perceptions of different ways how security and privacy could be improved in future mobile devices. Despite a commonly held belief that digital natives are technologically savvy, their self-assessment does not appear to support this statement. Furthermore, despite the respondents ' awareness of various threats to security and privacy, very few of them actually take any concrete steps to protect their devices from unauthorized access. This paper discusses these findings and analyzes the views of young people on different authentication technologies. 1.
Youth Identities as Remixers in an Online Community of Storytellers: Attitudes, Strategies, and Values
"... In today’s media-rich world, youths are not merely consumers, but also active creators of information. Digital tools allow authors to more easily remix and copy previous works. These new media practices have brought issues of appropriation, copyright, privacy, information behavior, and information l ..."
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In today’s media-rich world, youths are not merely consumers, but also active creators of information. Digital tools allow authors to more easily remix and copy previous works. These new media practices have brought issues of appropriation, copyright, privacy, information behavior, and information literacy to the forefront. In this paper, we present a case study of a hybrid online and offline community of middle school students designed to help them develop identities as scientists through storytelling. The case illuminates the complex issues of appropriation and remix that arise when youths create, share, copy, and adapt their peers ’ media artifacts. Our analysis then highlights how youths, who are evolving as information literate individuals, identify with (a) attitudes towards information appropriation, (b) strategies of remix, and (c) the underlying values that motivate their ideas about remix practices.
The net generation's informal and educational use of new technologies
- In Education
, 2010
"... education exploring our connective educational landscape ..."
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education exploring our connective educational landscape
Digital Natives
"... The term ‘digital native ’ was popularized by Prensky (2001) as a means to distinguish young people who were highly technologically literate and engaged. His central claim was that because of immersion in digital technologies from birth younger people think and learn differently from older generatio ..."
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The term ‘digital native ’ was popularized by Prensky (2001) as a means to distinguish young people who were highly technologically literate and engaged. His central claim was that because of immersion in digital technologies from birth younger people think and learn differently from older generations. Tapscott (1998) proposed a similar idea, calling it ‘The Net Generation’, and there have been numerous labels applied to the same supposed phenomena. Recent research has revealed that the term is misapplied when used to generalize about an entire generation, and instead indicates that only a small sub-set of the population fits this characterization. This research shows significant diversity in the technology skills, knowledge and interests of young people, and suggests that there are important ‘digital divides ’ which are ignored by the digital native concept. This chapter synthesizes key findings from Europe, North America and Australia and predicts future directions for research in this area.
Using mobile phones to augment teacher learning in environmental education
"... This study contributes to the professional development of teachers in the use of mobile phones to inform their pedagogy. The focus is on how action learning sets helped pre-service teachers (PST) to effectively use mobile phones to augment their understanding of the impact of their teaching of an en ..."
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This study contributes to the professional development of teachers in the use of mobile phones to inform their pedagogy. The focus is on how action learning sets helped pre-service teachers (PST) to effectively use mobile phones to augment their understanding of the impact of their teaching of an environmental education unit in local primary schools. These school-based, action learning sets consisted of groups of four to six PST allocated to the five schools that participated in the study. For six weeks the twenty-two participating PST worked in pairs to teach a class for two hours per week. During this time the PST had access to mobile phones that had an inbuilt camera, Excel, Word, audio recording, video recording, Internet, email and other web features. These phones were used to support and inform the teaching of an environmental education unit that had as it focus waste and energy management. The findings indicated that in this context, the action learning sets provided a vehicle for sustained and targeted professional growth. Besides providing evidence of teacher learning and a record of teaching dilemmas that arose, the mobile phones were used to send supportive SMS messages among PST immediately before or after teaching.
Networked interactive whiteboards: Rationale, affordances and new pedagogies for regional Australian higher education
"... This article presents an argument for the use of networked interactive whiteboards (NIWBs) in regional Australian higher education and identifies new pedagogies for this context. Most Australian universities operate multiple campuses, and many use video conference facilities to deliver courses acros ..."
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This article presents an argument for the use of networked interactive whiteboards (NIWBs) in regional Australian higher education and identifies new pedagogies for this context. Most Australian universities operate multiple campuses, and many use video conference facilities to deliver courses across these sites. For students at remote video conference sites, their classroom experience is often one of isolation and limited student to student contact. In this article, NIWBs are proposed as a tool to enhance this mode of delivery and exploratory research into the additional affordances they provide is presented. By using networking with IWBs, annotation and gesture can be shared across distances. Emerging possibilities from the integration of NIWBs with video conference, web conference and lecture capture systems are also explored. Three new pedagogies for regional Australian higher education are proposed based on these new capabilities.
ENHANCING CONCEPTUAL UNDERSTANDING WITH DATA DRIVEN LABS
"... Teaching introductory statistics with a data-driven curriculum presents many challenges for the instructor. One challenge is to provide students with opportunities to work with data in a realistic context. If not done carefully, students spend their time struggling to learn the software, not engagin ..."
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Teaching introductory statistics with a data-driven curriculum presents many challenges for the instructor. One challenge is to provide students with opportunities to work with data in a realistic context. If not done carefully, students spend their time struggling to learn the software, not engaging with the data. Students might be able to follow step-by-step instructions to "see " how data analysis is done, but still fail to connect this to important concepts. We report on a project to create a set of data analysis activities that use Fathom to engage students in exercises that emphasize the challenges of statistical inference beginning in the very first week of the course; involve students with real data and real research questions; and require students to discover analysis procedures on their own. The resulting set of labs emphasizes simulation and randomization-based inference procedures while working in the context of real data.
Students, Internet, eLearning and Web 2.0
"... An investigation into the students ’ use of internet services, media types and e-learning preferences tried to find out if students today are interested in the use of Web 2.0 methods for learning. More than 2.000 students participated in the survey conducted by the international architecture company ..."
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An investigation into the students ’ use of internet services, media types and e-learning preferences tried to find out if students today are interested in the use of Web 2.0 methods for learning. More than 2.000 students participated in the survey conducted by the international architecture company DEGW and the author. The data of the survey are compared to the results of a parallel study by HIS GmbH that was answered by 4.400 students. The results of both studies throw a critical light on the popular discussion about the net generation or the so-called digital natives and may lend themselves to a more cautious or careful introduction of Web 2.0 methods in teaching and learning accompanied by instructional and tutorial assistance.
Senior citizens: Digital immigrants in their own country
- Observatorio (OBS*) Journal
, 2012
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