Stilaan verlaten we eindelijk het blindstaren op digital natives als een concept als het gaat over het gebruik van technologie op school. Een nieuw Spaans onderzoek ligt in de lijn van eerdere studies en toont terug dat vooral het ervaren van technologie als meerwaarde in het leerproces cruciaal is, niet of de leerling al dan niet toevallig in een digitale wereld is geboren.
Concreet werden studenten van 5 Spaanse universiteiten bevraagd (1 online en 4 meer traditionele universiteiten) om de volgende 3 vragen te onderzoeken:
- What are the differences between the use of “living” technologies and “learning” technologies by younger and older students?
- What kinds of activities are supported by those technologies in everyday life and in academic life among younger and older students?
- In which way does the university model affect learners in terms of ICT use and preferences?
Hun conclusie is duidelijk:
“Although access to and use of ICT is widespread, the influence of teaching methodology is very decisive. For academic purposes, students seem to respond to the requirements of their courses, programmes, and universities, as suggested by Brown and Czerniewicz (2008). In all cases, there is a clear relationship between the students’ perception of usefulness regarding certain ICT resources and the teachers’ suggested uses of technologies. The most highly rated technologies correspond with those proposed by teachers. In face-to face environments, the pedagogical model seems to be based on a traditional model in which the teacher provides the content and students value the use of ICT to present this content. In online environments, students perceived technology as supporting learning and communication. In this case, the value of ICT is not related to the content but to the learning process.”
Abstract van het onderzoek dat je hier kan lezen:
In the last decade, an important debate has arisen about the characteristics of today’s students due to their intensive experience as users of ICT. The main belief is that frequent use of technologies in everyday life implies that competent users are able to transfer their digital skills to learning activities. However, empirical studies developed in different countries reveal similar results suggesting that the “digital native” label does not provide evidence of a better use of technology to support learning. The debate has to go beyond the characteristics of the new generation and focus on the implications of being a learner in a digitalised world. This paper is based on the hypothesis that the use of technology to support learning is not related to whether a student belongs to the Net Generation, but that it is mainly influenced by the teaching model.
The study compares behaviour and preferences towards ICT use in two groups of university students: face-to-face students and online students. A questionnaire was applied to a sample of students from five universities with different characteristics (one offers online education and four offer face-to-face education with LMS teaching support).
Findings suggest that although access to and use of ICT is widespread, the influence of teaching methodology is very decisive. For academic purposes, students seem to respond to the requirements of their courses, programmes, and universities. There is a clear relationship between students’ perception of usefulness regarding certain ICT resources and their teachers’ suggested uses of technologies. The most highly rated technologies correspond with those proposed by teachers. The study shows that the educational model (face-to-face or online) has a stronger influence on students’ perception of usefulness regarding ICT support for learning than the fact of being a digital native.