z+Prior+to+Proposal

  ** Subject: **   Independent Study Project 2 ** Subject Number: **  [|013159]   ** Student Name: **  Prue Salter   ** Proposal for Project: **  // To undertake a discussion / literature review of the research on how teenagers in secondary school interact and learn with technology and in particular, the role of technology as a learning tool outside of the classroom. //  <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;">__ Refining the areas of interest for future research: __ <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;">// POSSIBLE RESEARCH TITLE: // <span style="mso-bookmark: OLE_LINK2;"> An analysis of the ways and extent to which Australian teenagers in secondary school use technology outside of the classroom when working independently to prepare for an examination. <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;">// MAIN //// QUESTION: // <span style="mso-bookmark: OLE_LINK2;"> How and to what extent do Australian teenagers in secondary school use technology outside of the classroom when working independently to prepare for an examination? <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;">// SUBSIDIARY EXPLORATORY QUESTIONS: // <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> -   How is ‘technology’ to be defined for the purposes of this question? <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> -   What are the learning experiences involved when students are working independently to prepare for an examination? <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> -   What are the characteristics of the digital generation and how do they interact with technology when not in a formal classroom learning situation?

<span style="mso-bookmark: OLE_LINK2;"> -   What positive and negative effects is this lifelong immersion and increasing usage of technology actually having on high school students? Have they developed new sets of skills? Are other skills or abilities then being sacrificed or devolved? <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> -   What are the stakeholders (students, parents, teachers) perception of these technologies and their perception of how students use them? <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> -   How  <span style="mso-bookmark: OLE_LINK2;"> can  <span style="mso-bookmark: OLE_LINK2;"> technology be used to support students in the process of independently preparing for an examination? <span style="mso-bookmark: OLE_LINK2;">

<span style="mso-bookmark: OLE_LINK2;">** Outcome: ** <span style="mso-bookmark: OLE_LINK2;"> 6000 word essay (so far: approx 4800 words) <span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="mso-bookmark: OLE_LINK2;">**<span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">BACKGROUND: ** <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Working in high school education, initially as a high school teacher and now running my own educational consulting business where I develop study skills resources and programs for schools, I have noticed a marked trend in the issues that are troubling the school community with respect to students’ ability to learn effectively and prepare for assessment activities. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Concerns about technology are high on the school community’s agenda. Parents are concerned that students are studying with their iPods blaring and want to know whether this affects their ability to learn. They are concerned about the amount of time students spend on the Internet and have doubts as to whether true educational activities are taking place. Students are constantly struggling with how to deal with more common distractions such as TV and music but now also the demons of MSN, Myspace, as well as other online chat venues and constant texting on mobile phones. This creates continual conflict with parents. Teachers are beginning to feel that they cannot command the attention of their students unless they have whiz bang technology and flashing gizmos; they feel that students now expect to be entertained. The current generation of high school students has grown up engulfed and immersed in all forms of technology. They are connected 24/7 and have moved on from the Generation Y label to be called the ‘Millennium Generation’ or ‘Net-Geners’ or the ‘point and click’ generation. These are students who have never known a world without remote controls, CDs, cable TV, mobiles and computers. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">What effect is this lifelong immersion and increasing usage of technology actually having on students? Technology allows students to access wide sources of information but at the same time their ability to achieve any meaningful work at home is constantly threatened by this same technology. They have developed skills that allow them to adapt and adopt new technology quickly, but does this mean other skills and abilities are being sacrificed or devolved through lack of use? <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; font-family: 'Times New Roman','serif';">The key problematic to examine then becomes: **//‘How and to what extent do Australian teenagers in secondary school use technology outside of the classroom when working independently to prepare for an examination?//** <span style="mso-bookmark: OLE_LINK2;"> ’ <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Initially it had seemed the question that developed from the previous discussion was ‘__is__ technology changing the way students learn’ but there is enough evidence both from my observations and from initial readings to support the assumption that the effects of living in such a technological society is causing changes. I have two concerns with the research available on this area which has led me to pose the two key questions in the previous paragraph. Firstly, there are very few recent studies on this topic and in the last five years there have been enormous changes in terms of the types of technology available, its accessibility to today’s youth and the ways in which students use this technology. Secondly, the research tends to focus on what the implications of these changes are for the classroom teacher or at-school learning. For me, the more interesting question which therefore frames my problematic is what does this mean for students completing homework and attempting to study for tests and assessments in the home environment? How can they manage all the distractions that engulf their world but still work effectively? Do they need to change the way they study for examinations and should technology be integrated into this process? What information do parents need to know to ensure their students are working effectively at home? <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">The scenario that most students face each afternoon is that they come home from school and the choices of how then to spend their time are limitless. Doing their homework or studying for a test is an unappetizing last place option for most students when compared with the joys of MSN, Myspace and mobiles. Most students, however, do manage to make themselves do some work, but find it very difficult to focus their attention solely on their school work and to work without being distracted or interrupting their progress. Many students are incredibly frustrated by this situation and try to use will-power to help them deal with the issues of distractions and procrastination – mostly unsuccessfully. They are unsure as to the best techniques to use to study and complete their tasks at home, and are trying to use traditional techniques implemented by their parents and teachers before them. When told by parents to stop using the Internet and do some school work they reply with a wry grin that they are doing ‘research’ but neither the parent nor the student believes this, both seeing time spent on the computer as mostly a non-productive activity. They are seeking guidance on these areas and are dealing daily with the frustrations of knowing that things are not working, but being unsure how to fix the problems. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">By understanding the effect of the technological society students live in and the way these students learn and interact with technology, all members of the school community can make changes as needed to ensure that the learning experience at home is effective for these students – especially as students are given more and more responsibility for their own learning. Technology usage is only going to increase as are the concerns about the effects of living in such a technology rich environment. An understanding of the effects of ‘growing up digital’ can ensure the school community is informed as to the implications for students and thus alleviate these growing and increasingly vocal concerns. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Perception and viewpoints also need to be considered. While schools and parents do believe in the need to integrate technology into learning, there seems to be a perceived view that some technology is ‘good’ and useful in the learning experience (eg spreadsheets, powerpoint, some internet sites) while other technology is ‘bad’ and a distraction (MSN, chat, mobile phones). But is this perception correct? Can these ‘bad’ technologies be used as a learning tool in some way? <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">In summary, the first issue to examine is exactly what level of interaction students have with technology. Indeed, how do we define ‘technology’ and what are the characteristics of the ‘Net-geners’ in relation to their use of technology? Is there a difference between students’ actual interaction with technology and their perceived interaction with technology? <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">The second area to explore is the effect an immersion in technology has on the way students learn and study at home. Are high school students the self-reliant, fluent, socially interactive learners that it is claimed technology has created? What are the skills they have gained from greater immersion in technology and are there any skills being lost? Do these students actually process information differently or are the changes purely superficial ones? What are the issues they face in working effectively at home? How can they study in a way that suits the way they process information? It will be interesting to see if the current research that looks at how the interaction with technology changes the way N-Geners learn in the classroom has parallels with how the interaction with technology changes the way N-Geners learn in the home environment. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Once we know what the actual effects are, we can then determine what the implications are for the school community. Do teachers need to give students instruction on how to study effectively in the home environment? Are parents right to ban MSN while students are completing schoolwork at home or are there greater benefits to be had from their interactions with other students? What techniques, styles and approaches to study should students be using at home in order to ensure their success at school and where does technology fit into this equation? <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Huntley (2006) explores the characteristics of these students. She points out that this is the world’s first generation to grow up thinking itself global and benefiting from this outlook. Despite the initial fears that computers and the Internet would turn students into solitary friendless geeks with technology swallowing culture, viewpoints expressed forcibly by Talbot (2005), students are actually benefiting from the use of the Internet to connect to and build online communities and interact with others. Indications are that while students are becoming better at multi-tasking, they are losing the ability to focus and concentrate on single tasks for extended periods of time. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">For the Net-Geners (or Generation Y as the subset Huntley is examining) their personal technologies are more than functional devices. These devices symbolize their own personality and individuality (just like it does for everyone else – essentially they are conformist, they want to fit in). They are technologically savvy and this has altered the way they view time and space. They don’t mind structure on condition that their freedom and flexibility are not compromised. Communication tools are essential to maintain friendships and co-exist in social networks and ensure they are not isolated socially. These students expect things to happen quickly – just like the technology does - and feel there is no point planning too far ahead as everything changes so quickly anyway. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">It is essentially these characteristics that leads Tapscott (1998) to illustrate, initially through examples, the point that the Net Generation children are learning and processing information in a way that is different from that of the baby boomers. He defines the Net generation as those who will be between two and twenty-two in 1999 and reports that in 1998 two-thirds of children use computers at home or school with 88% of teens online in 1998. I would venture to say that this figure would easily be approaching 100% today. Tapscott examines how this generation uses this media: for entertainment, for learning, for communicating, for shopping. Net-geners are building virtual communities with Chat being one of the commonly used tools for communication. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">The Centre for Educational Research and Development (2001) examines a number of trends that are contributing to the way in which students are interacting with technology. One of the trends they cite was identified in the Kerrey Report (2000) of pervasive computing and digital convergence. This means that there is a trend towards small multi-purpose devices linked by wireless technologies with a broad spectrum of technologies being merged into interactive devices. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">The availability of this technology is creating new opportunities for learning, moving away from traditional broadcast learning where the expert simply transmits information to students. While Tapscott does not really take into account improvements in teaching methods in schools and the recent move towards student centered teaching, the overall point being made is valid. Tapscott contends that the broadcast model of teaching is causing a crisis in education and that given the nature of today’s students it is necessary to take advantage of technology in order to transform and improve the effectiveness of the current learning model. There have been a number of arguments proposed by various sectors of society as to why this cannot or should not take place in schools and Tapscott addresses each of these concerns. As an alternative, Tapscott proposes a model of interactive learning as the new paradigm to cater for the N-Gen experience. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Tapscott explores eight shifts to create a more effective learning paradigm but focuses on learning in a classroom setting. This will be a useful framework for my research question when exploring the issues of learning in the home environment. Briefly, the areas covered are the move from linear style learning to hypermedia learning, from instruction to construction and discovery, from teacher centered to learner centered education, from absorbing material to learning how to navigate and learn, from school to lifelong learning, from one-size fits all to customized learning, from learning as torture to learning as fun and from the teacher as transmitter to the teacher as facilitator. Tapscott’s perspective is that this paradigm shift from broadcast learning to interactive learning can only be achieved through the use of technology. I would challenge that assumption. I believe that many of the shifts above can be achieved without the aid of technology but simply through changes in teaching strategies and that an examination of the way in which N-Geners learn most effectively could explore this issue. While I agree with Tapscott’s model that these eight changes are necessary in the classroom given the nature of the N-Gen learners, my questions after reading this chapter were whether these paradigms apply to the self-study experience of N-Geners at home and what role technology should play in creating an effective home learning experience. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Kvaivak’s (2005) paper explores further what students are actually doing with the technology they are interacting with. Although this study is based on college students, the principles still relate to high school students. Kvaivak found that for these students technology is taken for granted and doing is more important than knowing with trial and error being the preferred approach to problem solving. The study examined how students use computers and their level of skill and expectations with respect to the integration of computers in the learning process. Contrary to expectations, the results of the study showed that the Net generation only preferred moderate use of technology in the classroom. Students’ academic paths and disciplines studied were also found to have an affect on attitudes towards computers. It was interesting to note that students cited convenience and time saving as the greatest benefits of using computers as opposed to improved methods of learning. The article also examines the effectiveness of course management systems and cites the need for improvements and training in this area for it to become an effective tool. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Kvaivak started with a clear expectation of the results this study would yield and ended up with surprising results in a number of areas. The study indicated that students do not necessarily want increased use of technology in the learning process nor should we assume they have the necessary skills. Kvaivak emphasizes that we cannot become complacent and assume that Net Generation students require less training with technology. The conclusion is that technology is not yet being used optimally as a learning tool and that further developments are needed if a true ‘learning revolution’ is to occur. Unfortunately Kvaivak does not explain or measure how the technology that students are being asked about is actually used in the classroom. If the instructors are using the tools ineffectively, then it is no wonder the college students stated that they would prefer only moderate use of technology as a teaching aid. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">This article raised two issues which contributed to the development of my research question. Firstly, how are the current Net-Geners really using technology? There seems to be some parallels with Kvaivak’s college students but I suspect that for Net-Geners the scope is much wider. Secondly, is it an invalid assumption to assume that these students would prefer to have technology integrated into the learning experience? Parents and educators alike assume that it is a good idea to try and tap into the technological bandwagon and that if we can find ways to have students learn through technology then this would be the option they would prefer. But is this a valid assumption? Does the situation differ for the home environment as opposed to the classroom environment? <span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK3;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK3;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Gardner <span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> (2000)  <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">builds upon the idea that we are not yet using technology in an optimal way for learning. Gardner’s article //Can Technology Exploit Our Many Ways of Knowing// led me to include the second part of my research question. In this article Gardner starts off by explaining his Multiple Intelligences Theory that we learn and can be intelligent in many different ways. This theory forms the framework of his argument. Even if one does not subscribe specifically to his multiple intelligence theory, the basic premise that we learn in different ways and are intelligent in different ways is a sustainable foundation on which to build a perspective. Gardner explains that most formal schooling does not take into account the eight different ways of learning that Gardner proposes and instead focuses solely on developing and testing two forms of human intelligence: logic and language. Gardner suggests that technology could be used to mobilize and develop a greater range of multiple intelligences in students. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">However, Gardner stresses the importance of not using technology to do the same method of instruction in just a slightly varied format. Instead educators need to first be very clear on their goals and then determine if the technology can be used effectively to meet these goals. This highlights a dangerous assumption alluded to by Kvaivak. There is a belief that because N-Geners use technology incessantly, technology should be used as much as possible in improving their learning experiences. But although the amount of TV students watch has increased, the call for instruction through TV as a medium has not increased correspondingly. Gardner is warning against falling into the trap of using technology for technology’s sake. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Gardner <span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> proposes two classes of worthy educational goals where the use of technology could be considered. Firstly, the accessibility of information and interaction through technology can help students develop into certain types of adults and develop certain types of skills. This provides support for the idea that while students may not be learning specific assessable skills while in a chat room they could be experiencing a worthwhile learning experience. Secondly, technology can be used to explore the ways of thinking in particular disciplines due to the large volume of information readily available in more interesting and interactive formats – formats that take advantage of the different ways we have of learning and knowing. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">While these suggestions support the idea that there is a role for technology in students’ learning processes, Gardner does not address the issues of effective implementation for such a strategy. Again, we return to one of the central conflicts in my research question: how to strike an effective balance between technology that is used for learning and technology that is proving a distraction from learning. How can one be implemented in a way that controls the other? <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">One area to take into consideration when determining this question is raised by Watson (2006). Watson points out that a shift in perspective has occurred, students are now learning //with// the software instead of //from// the software and therefore we can begin to categorise technology use by the nature of the learning that they are enabling. For example, many software applications can now engage learners in critical thinking, creating categories of use such as semantic organizers or dynamic modelling tools as opposed to the lower order tasks students may have previously utilized technology for. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">But technology for the Net-Geners is not limited to software applications. Oblinger and Oblinger (2006) emphasise the point that these students are highly digitally literate and can intuitively use a variety of IT devices. They are eager to explore new technologies and can transfer skills between various forms of technology. It is the connectedness of technology that appeals to them – they are able to communicate at all times and receive immediate responses. While other generations might find this onslaught of input highly distracting, Net-Geners are great multi-taskers and place a high value on response time (at times to the detriment of accuracy). <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Part of the reason why they are so adaptable with new technologies is that as Oblinger and Oblinger point out these students prefer to learn through discovery rather than instruction. They are much more likely to start pointing and clicking than read a users manual! This exploratory style helps them to retain information more effectively as they explore areas that are of immediate interest to them. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">The great divide between technology as a distraction or as a learning tool is further aggravated by the fact that most Net-geners are social and prolific communicators. Oblinger and Oblinger found that Net-Geners use technology extensively to socialize and network. They enjoy and are stimulated by interaction and particularly real-time interaction. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">It is perhaps this unrestricted and largely unmonitored access to a wide range of individuals that has caused so much disquiet among parents with respect to students’ access to technology. The reason why we as adults are concerned and confused about the role of technology in high school students’ home study environments is due in a large part to fear. Fear of the unknown, fear of something we don’t fully understand and fear of the way technology can shape students’ lives. Oblinger and Rush (1997) cite a number of common fears about technology. There is concern that technology will dehumanize interaction and lead to a decline in literacy. There are concerns that differing levels of access to technology will cause potential equity gaps in experience and opportunities. And it is not just parents that have had these concerns. Schrum and Berenfeld (1997) point out that schools have often lagged behind society in adopting technological innovations and believe this could be due in a large part to dominant social beliefs about what proper teaching and learning should entail, while at the 2006 World Computer Congress it was acknowledged that many teachers are still more comfortable and effective with face-to-face teaching Kumar and Turner (2006). <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">But do the benefits outweigh these potential risks? Oblinger and Rush believe so. They explain that access to technology actually enhances learning in a number of ways. Use of technology has been found to have positive effects on students’ attitude to learning as has the ability to self-pace and have some measure of control over their learning. Introduction of technology can assist in making learning more learner-centered and actually increase interaction between students and retention of information. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">One of the cogent arguments for the power of technology is discussed by Breck (2002). Since 1996 Breck has been actively engaged in digitizing academic knowledge for students through the interface of the Internet. Breck suggests that the increasing use of technology means that more people are getting access to learn about more things and that technology is simply the vehicle for this transmission, not the passenger. Breck believes that the questions asked about technology are misguided. Instead of asking if all students can learn through the medium of technology we should be asking how can we direct students into productive activities on the Internet. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">This is an interesting perspective. Perhaps the reason why we have difficulty in determining the role of technology in the home study environment is that up to this point we have let students determine the direction and use of technologies. It is the digital generation who has grown up with technology and is confident and capable in its use. But they do not have the maturity, life experience or understanding of teaching and learning to make informed decisions about how the technology could best be used and integrated. Those with this understanding about learning experiences lack the knowledge and in-depth understanding of the technologies. It is the classic generation gap but it is best phrased as a digital divide. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">But is this really any different from the previous gaps between previous generations? I think it is. The impact of the technological advances that this current generation has grown up with has been so profound in making information accessible and promoting connectedness and communication in ways that have never before been possible. While of course there will be future developments and new technologies I do not believe the gap in the next generation (and probably a few after that) will be as great as it is between this current generation of students and their parents. Eventually there will be some great new leap in technology that causes the same type of digital divide as we see in the current generations of students and parents but it is of course impossible to predict when this next big breakthrough will occur. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">My theory is then that once the current generation has had children, many of the existing issues or concerns around technology will disappear as the Net-geners, despite any new advances in technology, will be able to help their students integrate technology in successful learning strategies, as they will be approaching technology from a shared perspective and a life-long experience that contributes to a deep and fundamental understanding that is simply not possible for the parents of the current generation. But this does not help the existing parents and students who are currently grappling with this divide. What then can we do to give our students some direction about ways to integrate technology effectively into the learning process? <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">The biggest issue concerning integrating technology in the home environment is that the Internet and other technologies can be very addictive to some people, even leading to the identification of the existence of an Internet Addiction Disorder (IAD) by Ferris (2004). Butterfield (2005) points out that if a student spends 30-40 hours a week on the Internet on top of their school time all aspects of their life - school, friends and family - will suffer. Students may then need professional support to bring back balance between the virtual and real worlds that they inhabit. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">It seems that students spend a large amount of time simply using and experiencing technology in an instinctive manner without spending time reflecting on the advantages or disadvantages of what they are doing with the technology, or the amount of time they are spending on these activities. This is only to be expected with teenagers so the importance of parents and teachers in helping students with this process is paramount. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">As educators, we need to provide guidelines to parents and students as to the role technology plays in the home environment. The first message we need to communicate to students is that they need to keep their personal technological activities distinct from their academic technological issues. Students who try to do research for their assignments on the Internet while simultaneously participating in chat sessions have an unrealistic view of how much time they spent on the academic activities versus the personal activities. It is only by having very clear boundaries between these uses of technology that students can begin to monitor and keep track of the amount of time they are spending on each activity. We need to provide students with strategies not only to monitor the technology usage but to manage personal technology usage to acceptable levels. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">The second message we need to research and communicate is what role should technology play in the learning process in students’ home study environment. One school of thought discussed by Gardner proposes that we should not use technology for technology’s sake. However, can we dismiss the fact that if the integration of technology into the learning process motivates students to learn, then perhaps we do need to examine how students can tap into the various forms of technology they use for personal uses and find ways to use these to further their academic studies? <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">What promoted this thought was a recent experience with a Year 10 student. She was explaining how she was studying for her exams. Using a web cam she had created a series of questions and answers where she would play back the file of herself asking the questions which she then answered and then checked her answer with the next click of the mouse. The thought occurred to me that this was no different from the traditional use of flashcards or writing out a series of questions on a piece of paper. But because she was using the personal technologies that she enjoys in her private life and associates with ‘fun’ she was motivated to study in a way that traditional pen and paper activities simply could not inspire. It is certainly worth exploring whether integration of technologies can improve and deepen learning experiences, but by providing students with ideas on uses of technology in the home study environment we may be able to inspire students to study and learn in a way not previously possible. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Rose and Meyer (2002) point out that one of the great powers of digital media is the flexibility and versatility – learner styles can be catered to through providing a variety of different options capitalizing on the strengths of different students. Other strengths are that digital media are transformable, can be easily updated and easily networked and accessed. It is this diversified palette that helps improve communications with the current generations of students. <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';">Therefore, it seems the question I am really interested in is ‘how do students use technology to expand their learning and academic experiences, how else could their personal technologies be integrated into their learning and academic experiences, and what are the positive benefits such as increased motivation that occur for learning from this type of integration?’ <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="mso-bookmark: OLE_LINK2;"><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;">__References (not done properly yet):__ <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> Breck, J. (2002). //How We Will Learn in the 21st Century.// The Scarecrow Press, Inc, London. <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> Butterfield, L. (2005). //Cybersafety: An Intrinsic Part of the Online Experience.// E-learning communities <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> Centre for Educational Research and Innovation (2001). //E-Learning: The Partnership Challenge//. OECD, France. <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> ??Chen, S., Frempong, G. & Cudmore, W. (2006). //Gesture Friendly Interfaces for Classroom Teaching with Thinking Tools//. Kumar, D. & Turner, J. (eds). Education for the 21st Century- Impact of ICT and Digital Resources. <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> Ferris, J. (2004). //Internet Addiction Disorder: Causes, symptoms and consequences//. www.chem.vt.edu/chem-dept/dessy/honors/papers/ferris.html <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> Gardner, H. (2000). // Can Technology Exploit Our Many Ways of Knowing? // <span style="mso-bookmark: OLE_LINK2;"> Cambridge <span style="mso-bookmark: OLE_LINK2;"> MA  <span style="mso-bookmark: OLE_LINK2;"> : The Harvard Education Letter. <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;">Huntley, R. (2006). //The world according to Y: inside the new adult generation.// Allen & Unwin, Crows Nest. <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> Kvavik, R. (2005). //Convenience,// //Communications and Control: How Students Use Technology.// <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> Oblinger, D. & Oblinger, J. (eds) (2005). //Educating the net generation// [electronic resource]. <span style="mso-bookmark: OLE_LINK2;"> Boulder <span style="mso-bookmark: OLE_LINK2;">, pp. 82-101, viewed 7th March 2007.. <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> Oblinger, D. & Rush, S. (eds) (1997). T//he Learning Revolution//. Anker Publishing Company, Inc, USA. <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> Rose, D. & Meyer, H. (2002). //Teaching Every Student in the Digital Age//. ASCD, USA. <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> Schrum, L. & Berenfeld, B. (1997). //Teaching and Learning in the Information Age//. Allyn & Bacon, USA. <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> Talbot, S. (1995). //The Future Does Not Compute: Transcending the Machines in Our Midst.// O’Reilly & Associates, Inc, USA. <span style="mso-bookmark: OLE_LINK2;"> <span style="mso-bookmark: OLE_LINK2;"> Tapscott, D. (1998). //Growing Up Digital: The Rise of the Net Generation,// Chapter 7, N-Gen Learning. McGraw-Hill, New York, pp.125-158. <span style="mso-bookmark: OLE_LINK1;"> <span style="mso-bookmark: OLE_LINK1;"> Watson, D. (2006). Educational <span style="mso-bookmark: OLE_LINK1;">[|Education and Information Technologies] <span style="mso-bookmark: OLE_LINK1;"> <span style="mso-bookmark: OLE_LINK1;">
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