The Net Generation’s Informal and Educational Use of New Technologies
Many educators have called for the inclusion of new technologies like blogs, wikis, and social bookmarking in higher education to address the learning needs of the Net Generation. Is there really a discrepancy between the personal and educational use of new technologies by undergraduates? What new technologies do they perceive as most beneficial for their learning? A survey piloted with 26 undergraduates in education demonstrated a huge gap in undergraduates’ informal and educational use of new technologies, but indicated that students independently apply their technical skills to their coursework. In open-ended responses, students explained how they have benefited from professors’ use of online videos, podcasts, wikis and blogs, and how they would like to see them used in the future. The results are discussed in the context of prior research and the need for further empirical evidence on the differences within the group termed the Net Generation is highlighted.
Keywords: technology in education; Net Generation; use of new technologies; benefits
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).