David White and his colleagues at Oxford University are doing some interesting research that parallels what we have been doing in our Digital Learners in Higher Education project. Like us, they are finding there is much more to how learners are engaging with digital technologies and digital information than age and technology. This interview provides an overview of their findings to date and explains the digital visitors and residents framework that is guiding their research.
Wednesday, January 18, 2012
Friday, November 18, 2011
Profiles of Use: Resistors to Integrators
One of the major problems with the digital native discourse is that it frames digital literacy in generational terms and portrays all people of a certain age as possessing a uniform set of digital technology skills. Of course, we now know this is not accurate. Research shows the issue is much more complex. Our research is contributing to a deeper understanding of how learners think about and use digital technology in different aspects of their lives. Our preliminary analysis of the in-depth interviews we conducted with learners from the British Columbia Institute of Technology in 2010 and 2011 is suggesting a continuum of four "profiles of use" with the profile consisting of attitudes towards technology and use of technology. The profiles are:
Resistors
Resistors deliberately limit their use of digital technology or avoid it all together. They would rather be doing other things, or are in a phase of returning to the ‘basics’, engaging in alternative practices such as letter writing instead of e-mailing. They are resentful of the idea that their age defines their digital literacy.
Cautious Users
Cautious users express concern about privacy, and consciously separate their academic and social identities. Often they will maintain this separation even when it is inconvenient. For these users, Facebook seen as purely a social and entertainment tool.
Instrumental Users
Instrumental users also conscious separate their academic, social and professional identities. Their use is driven by specific interests or needs. For example, some of our subjects talked about their passion for digital gaming, photography and sports statistics and how they used online and digital technologies to pursue these interests but not more much else. Their use tended to be separated by location. i.e, social use at home, academic use at school. This included strategies such as leaving a laptop at home in order to avoid the distractions it presented when brought to the class.
Integrators
Integrators tend to be heavy smart phone users who are constantly connected. For this group the convenience of portability in one device that the smart phone provides is key. They only use a laptop or desktop computer if absolutely necessary. They value integration of technology and don't see the point of keeping academic and social activities separate.
Resistors
Resistors deliberately limit their use of digital technology or avoid it all together. They would rather be doing other things, or are in a phase of returning to the ‘basics’, engaging in alternative practices such as letter writing instead of e-mailing. They are resentful of the idea that their age defines their digital literacy.
Cautious Users
Cautious users express concern about privacy, and consciously separate their academic and social identities. Often they will maintain this separation even when it is inconvenient. For these users, Facebook seen as purely a social and entertainment tool.
Instrumental Users
Instrumental users also conscious separate their academic, social and professional identities. Their use is driven by specific interests or needs. For example, some of our subjects talked about their passion for digital gaming, photography and sports statistics and how they used online and digital technologies to pursue these interests but not more much else. Their use tended to be separated by location. i.e, social use at home, academic use at school. This included strategies such as leaving a laptop at home in order to avoid the distractions it presented when brought to the class.
Integrators
Integrators tend to be heavy smart phone users who are constantly connected. For this group the convenience of portability in one device that the smart phone provides is key. They only use a laptop or desktop computer if absolutely necessary. They value integration of technology and don't see the point of keeping academic and social activities separate.
Tuesday, September 6, 2011
Emerging Practice in a Digital Age
It is refreshing to read a report on the use of digital technologies in education that doesn't frame the issue in generational terms. Emerging Practice in a Digital Age provides a very useful and interesting summary of 10 case studies of emerging practice using digital technologies in British higher education. Terms such as digital native, millennial learner, or net generation are nowhere to be found in this document. Instead, the drivers of change identified are: increased personalization and choice, developing new markets and economic pressures.
The 10 case studies are organized into three themes:
1. Working in partnership with students
2. Developing students' employability potential
3. Preparing for the future
The report cautions:
"in our enthusiasm to embrace the new we should not assume that ownership of new technologies and the apparent fluency with which they are used in daily life implies knowledge of how to use them effectively to support learning. We need a better understanding of the digital literacies that students and staff need to take advantage of the new opportunities, and we need to integrate these in our programmes of study and continuing professional development."
Emerging Practice in a Digital Age was published by the British educational technology organization, JISC
The 10 case studies are organized into three themes:
1. Working in partnership with students
2. Developing students' employability potential
3. Preparing for the future
The report cautions:
"in our enthusiasm to embrace the new we should not assume that ownership of new technologies and the apparent fluency with which they are used in daily life implies knowledge of how to use them effectively to support learning. We need a better understanding of the digital literacies that students and staff need to take advantage of the new opportunities, and we need to integrate these in our programmes of study and continuing professional development."
Emerging Practice in a Digital Age was published by the British educational technology organization, JISC
Thursday, September 1, 2011
The Sad State of Educational Research
After four years of digging into the digital native/net generation/millennial learner rhetoric, I have come to a distressing conclusion. The main culprits in promoting and perpetuating the unfounded claims and stereotypes are not just the pundits and commentators who started this ball rolling but educational researchers who have accepted and repeated these claims without subjecting them to the critical scrutiny you would expect.
So what we have is a process that begins with somebody making an unfounded claim that has resonance and at first glance seems to make sense (young people have been exposed to digital technology from birth so they must technologically fluent and educators need to respond this). Educators then repeat this claim and begin to frame research according to this unfounded perspective. Other researchers then cite the research of their colleagues which is based on these unfounded claims and pretty soon the original unfounded claims have been virtually accepted as self-evident truths.
This was brought to light quite vividly as I read the newly-published article, PowerPoint and Learning Theories: Reaching Out to the Millennials by Karen Gardner and Jolanta Aleksejuniene. Their study attempted to map student preferences for Power Point styles with Cognitive Load, Multimedia and Visual Learning Theories. Nothing wrong with this except their rationale was couched in the now discredited and unfounded millennial learner discourse: “As millennials, today’s students are independent, inclusive (move between global and virtual communities), opinionated and aware, investigative (use technology), and expect immediacy (information at light speed) (Lippincott, 2010)… There is a developing awareness that millennial students consider technology central to communication. As we continue to introduce technology into our teaching and learning, it behooves us to make this form of communication as effective as possible.”
I thought I had read almost everything that had been written on this issue but I wasn’t familiar with the author that Gardner and Aleksejuniene cited to support their claim: Lippincott. So before I jumped to conclusions I thought I should check the Lippincott article (Informationcommons: Meeting millennials, needs. Journalof Library Administration, 50(1), 27-37) to see if she had conducted some research that supported this claim or at least cited some research I was not aware of. What I found was more of the same. No original research but rather the repetition of the unfounded claims made by the usual sources like Prensky, Palfrey & Gasser and Oblinger & Oblinger to support her conclusion that this generation has distinctive learning styles, is fluent with digital technology, and is able to multitask efficiently. Based on this she concludes: “libraries need to understand the style of their net generation students to provide environments conducive to engagement and learning; these include how libraries present access to their collections and licensed materials, how they instruct students, how they promote services, and how they configure their spaces.” But what about all the research that debunks the millennial myth? No problem, Lippincott dismisses that in one line: “Although some believe that the characterization of an entire generation constitutes a stereotype or is just plain erroneous, others accept that there are some common ways in which many of this current generation of students are different from those who came before." So research isn’t about investigation and critical analysis it’s just about choosing which perspective you like. Some say this, others say that. I think I’ll go with this one.
In summary, we have a house of cards. Research informed by unfounded claims based on other unfounded claims. If we want educational research to be taken seriously, we need to do better.
Wednesday, August 17, 2011
Will Practice Catch up to Research?
Two items that appeared in my news reader this week that make me wonder about the educational profession. First there was this one:
"Open University Research Explodes the Myth of the Digital Native"
It's not like we need any more evidence to put this discredited discourse to bed but this study does more than simply add to the growing pile of research that shows how thoroughly unsupported the digital native claims are. It also provides a glimpse of the kind of interesting issues that emerge when we look beyond the generational stereotypes and start to explore exactly what is happening with learners and digital technology (something we at Digital Learners in Higher Education are doing, by the way). So while this study of 4,000 UK Open University students simply confirmed what others have already found in other institutions - "no evidence for any discontinuity in technology use around the age of 30 as would be predicted by the Net Generation and Digital Natives hypothesis", the more interesting findings were the ones that have nothing to do with age. For example, the researchers discovered a correlation between attitudes to technology and approaches to studying. "In short, students who more readily use technology for their studies are more likely than others to be deeply engaged with their work."
So, after reading about this latest research I start thinking perhaps, finally, the tide has turned and that the digital native hype may be on the wane. Then I read this:
Mastering the Millennial in Seven Easy Steps. A workshop that will teach you how to connect and engage with this notoriously difficult generation. All in seven easy steps and only for $345. According to the seminar organizers:
"Millennial students have a unique way of seeing the world and often have high expectations of how others should work for them. This generation has the distinction of being seen as hard to work with and engage, while at the same time being extremely passionate and technologically savvy. This seminar is designed to help faculty and staff better understand and motivate millennial students in and out of the classroom."
It puzzles me why it is acceptable to stereotype based on age when we would never get away with doing this based on ethnicity or gender. Replace "millennial" in the above description with "female" or "asian" or "african-american" and you'll see what I mean.
The research is clear: there is no evidence to support the major digital native claims. Millennial students are not a homogeneous group who can be treated like a species of animal. One day, I hope, practice will catch up to the research.
"Open University Research Explodes the Myth of the Digital Native"
It's not like we need any more evidence to put this discredited discourse to bed but this study does more than simply add to the growing pile of research that shows how thoroughly unsupported the digital native claims are. It also provides a glimpse of the kind of interesting issues that emerge when we look beyond the generational stereotypes and start to explore exactly what is happening with learners and digital technology (something we at Digital Learners in Higher Education are doing, by the way). So while this study of 4,000 UK Open University students simply confirmed what others have already found in other institutions - "no evidence for any discontinuity in technology use around the age of 30 as would be predicted by the Net Generation and Digital Natives hypothesis", the more interesting findings were the ones that have nothing to do with age. For example, the researchers discovered a correlation between attitudes to technology and approaches to studying. "In short, students who more readily use technology for their studies are more likely than others to be deeply engaged with their work."
So, after reading about this latest research I start thinking perhaps, finally, the tide has turned and that the digital native hype may be on the wane. Then I read this:
Mastering the Millennial in Seven Easy Steps. A workshop that will teach you how to connect and engage with this notoriously difficult generation. All in seven easy steps and only for $345. According to the seminar organizers:
"Millennial students have a unique way of seeing the world and often have high expectations of how others should work for them. This generation has the distinction of being seen as hard to work with and engage, while at the same time being extremely passionate and technologically savvy. This seminar is designed to help faculty and staff better understand and motivate millennial students in and out of the classroom."
It puzzles me why it is acceptable to stereotype based on age when we would never get away with doing this based on ethnicity or gender. Replace "millennial" in the above description with "female" or "asian" or "african-american" and you'll see what I mean.
The research is clear: there is no evidence to support the major digital native claims. Millennial students are not a homogeneous group who can be treated like a species of animal. One day, I hope, practice will catch up to the research.
Friday, August 5, 2011
And the beat goes on....
While futurists and pundits continue to crank out the books portraying the "digital native" as some kind of newly-discovered tribe whose habits, language and culture we need to understand (see, for example, Dancing with Digital Natives), researchers continue to show how unfounded the generational claims are. And the research is coming from all parts of the world.
The latest piece of research I have read comes from the Caribbean, where Emanule Rapetti and Stewart Marshall have completed a study of learners at the Open Campus of the University of the West Indies. Their study, which is remarkably similar to our Digital Learners in Higher Education research, sought to determine whether UWIOC students fit the "digital native" profile and to develop a deeper understanding of how UWIOC students are using ICTs for learning.
Their results show that, while younger students are more familiar with ICT use in non-educational contexts, there is not a clear gap between younger and older students in terms of their use and familiarity with digital technologies for learning. They also found that older students tend to prefer e-learning slightly more than younger students. They conclude, "it is necessary to contextualize the discourse about learners and to avoid generalizations about their - supposed - technological skills; our research shows that it is highly risky to split the tech-savvy learners simply according to the age factor."
Read the full article, Observing ICTs in Learners' Experiences around the World.
The latest piece of research I have read comes from the Caribbean, where Emanule Rapetti and Stewart Marshall have completed a study of learners at the Open Campus of the University of the West Indies. Their study, which is remarkably similar to our Digital Learners in Higher Education research, sought to determine whether UWIOC students fit the "digital native" profile and to develop a deeper understanding of how UWIOC students are using ICTs for learning.
Their results show that, while younger students are more familiar with ICT use in non-educational contexts, there is not a clear gap between younger and older students in terms of their use and familiarity with digital technologies for learning. They also found that older students tend to prefer e-learning slightly more than younger students. They conclude, "it is necessary to contextualize the discourse about learners and to avoid generalizations about their - supposed - technological skills; our research shows that it is highly risky to split the tech-savvy learners simply according to the age factor."
Read the full article, Observing ICTs in Learners' Experiences around the World.
Friday, July 8, 2011
Digital Learners not Digital Natives
It appears the tide is finally turning and the uncritical acceptance of the digital natives discourse is giving way to a more nuanced perspective on digital technologies in higher education. The research has clearly demonstrated that this is not a generational issue but rather a social phenomenon that involves everybody to a greater or lesser degree and that we need to work harder to try to understand what it means for higher education. The generational myth provided a dangerously simplistic solution that prevented us from making sense of the phenomenon and its implications. The recent ED-MEDIA conference in Lisbon highlighted how the discourse has shifted. As I reported in a previous post there were several conference presentations on the topic that acknowledged the irrelevance of generation.
What I find troubling, however, is that while many researchers have acknowledged that the notion of the digital native is not supported by research and that the digital natives/immigrants dichotomy is unhelpful, they continue to frame the issue in generational terms. As an example, The Life of the Digital Native, reports on an excellent piece of research that used an original and creative methodology to develop an understanding of how students at one Australian university are using digital technologies in their social and academic lives. But note the title, The Life of the Digital Native. If we agree that age is not relevant, why not focus on digital learners, regardless of age? Similarly, The Natives are Restless: Meeting the Diversity and Needs of Millennial Students in a Large Undergraduate University (again, note the title) reported on course design strategies that were employed to address the perceived needs of millennial students even though the authors acknowledge, "the assumption that all Gen Y students are digitally native may in fact be a gross overgeneralsation." In Digital Natives and Technology Literate Students: Do Teachers Follow Their Lead, the authors again acknowledge the weakness of the digital natives argument, "Even though youth is extensively using the new technologies, it does not mean that they use them appropriately... they lack the necessary knowledge and skills in order to safely, effectively and efficiently use the Web 2.0 tools.", but they then proceed to investigate the issue from generational perspective. Even Bates & Sangrà in their new book, Managing Technology in Higher Education: Strategies for Transforming Higher Education, give undue prominence to the millennial myth by suggesting one of the rationales for using e-learning is to address the needs of the digital native. In a section entitled Accommodating the Learning Style of Millennials, they devote the better part of a page to describing the purported characteristics of digital natives before then pointing out the evidence doesn't support the digital native claims. They conclude,"we are not failing just Millennials, we are failing all our students if we don't use technology to its full potential." But this misses the point: there are no millennial students. There are no digital natives. There are only digital learners.
What I find troubling, however, is that while many researchers have acknowledged that the notion of the digital native is not supported by research and that the digital natives/immigrants dichotomy is unhelpful, they continue to frame the issue in generational terms. As an example, The Life of the Digital Native, reports on an excellent piece of research that used an original and creative methodology to develop an understanding of how students at one Australian university are using digital technologies in their social and academic lives. But note the title, The Life of the Digital Native. If we agree that age is not relevant, why not focus on digital learners, regardless of age? Similarly, The Natives are Restless: Meeting the Diversity and Needs of Millennial Students in a Large Undergraduate University (again, note the title) reported on course design strategies that were employed to address the perceived needs of millennial students even though the authors acknowledge, "the assumption that all Gen Y students are digitally native may in fact be a gross overgeneralsation." In Digital Natives and Technology Literate Students: Do Teachers Follow Their Lead, the authors again acknowledge the weakness of the digital natives argument, "Even though youth is extensively using the new technologies, it does not mean that they use them appropriately... they lack the necessary knowledge and skills in order to safely, effectively and efficiently use the Web 2.0 tools.", but they then proceed to investigate the issue from generational perspective. Even Bates & Sangrà in their new book, Managing Technology in Higher Education: Strategies for Transforming Higher Education, give undue prominence to the millennial myth by suggesting one of the rationales for using e-learning is to address the needs of the digital native. In a section entitled Accommodating the Learning Style of Millennials, they devote the better part of a page to describing the purported characteristics of digital natives before then pointing out the evidence doesn't support the digital native claims. They conclude,"we are not failing just Millennials, we are failing all our students if we don't use technology to its full potential." But this misses the point: there are no millennial students. There are no digital natives. There are only digital learners.
Friday, July 1, 2011
ED-MEDIA Helps Put the Nail in the "Digital Natives" Coffin
One of the highlights of the EDMEDIA 2011 conference in Lisbon has been the number of presentations on research into the use of digital technologies in higher education that acknowledge the complete lack of empirical support for the digital native rhetoric.
Here are the relevant presentations:
Teaching the Net Generation: Exploring Networked Learning and Digital Collaboration Methods - Natalia Gilewicz, Ryerson University, Canada.
The Natives are Restless: Meeting the Diversity and Needs of Millennial Students in a Large Undergraduate Unit - Mark McMahon, Jo Jung, Edith Cowan University, Australia.
Digital Natives and Technology Literate Students: Do Teachers Follow Their Lead? - Nikleia Eteokleous, Victoria Pavlou, Frederick University, Cyprus.
(Unfortunately these authors did not show up to present but their paper is online.)
ICT Literacy and the Second Digital Divide: Understanding Students' Experiences with Technology- Tiffani Cameron, Sue Bennett, Shirley Agostinho, University of Wollongong, Australia.
The Life of a Digital Native - Linda Corrin, Lori Lockyer, Sue Bennett, University of Wollongong, Australia
Digital Learners in Higher Education: Looking Beyond Stereotypes - Mark Bullen, British Columbia Institute of Technology, Tannis Morgan, Justice Institute of BC, Adnan Qayyum, University of Ottawa.
These all report on important research in this area and are worth reading. My only disappointment with some of them is that they continue to frame the discussion in terms of generation even after acknowledging the lack of empirical support. We now know that generation is not the issue so let's stop using these discredited concepts and terms to guide our inquiry.
Here are the relevant presentations:
Teaching the Net Generation: Exploring Networked Learning and Digital Collaboration Methods - Natalia Gilewicz, Ryerson University, Canada.
The Natives are Restless: Meeting the Diversity and Needs of Millennial Students in a Large Undergraduate Unit - Mark McMahon, Jo Jung, Edith Cowan University, Australia.
Digital Natives and Technology Literate Students: Do Teachers Follow Their Lead? - Nikleia Eteokleous, Victoria Pavlou, Frederick University, Cyprus.
(Unfortunately these authors did not show up to present but their paper is online.)
ICT Literacy and the Second Digital Divide: Understanding Students' Experiences with Technology- Tiffani Cameron, Sue Bennett, Shirley Agostinho, University of Wollongong, Australia.
The Life of a Digital Native - Linda Corrin, Lori Lockyer, Sue Bennett, University of Wollongong, Australia
Digital Learners in Higher Education: Looking Beyond Stereotypes - Mark Bullen, British Columbia Institute of Technology, Tannis Morgan, Justice Institute of BC, Adnan Qayyum, University of Ottawa.
These all report on important research in this area and are worth reading. My only disappointment with some of them is that they continue to frame the discussion in terms of generation even after acknowledging the lack of empirical support. We now know that generation is not the issue so let's stop using these discredited concepts and terms to guide our inquiry.
Wednesday, June 22, 2011
Australian Study Finds Generation is Irrelevant
From a survey of 812 students at the University of South Australia:
"The findings from this survey indicate that there is greater diversity in students‟ experiences of ICTs among “net generation” learners than previously claimed... while our younger students are already participating in and using contemporary technologies more than older students, there is considerable variability in the nature of the technologies they use and their level of engagement. Our findings suggest that while age is a factor, the differences in patterns of use cannot be attributed simply to any particular generational group. "
Read the full paper:
The future may have arrived, but engagement with ICTs is not equal among our diverse “net gen” learners by David Wood, Alice Barnes, Rebecca Vivian, Shiela Scutter, and Frederick Stokes-Thompson
"The findings from this survey indicate that there is greater diversity in students‟ experiences of ICTs among “net generation” learners than previously claimed... while our younger students are already participating in and using contemporary technologies more than older students, there is considerable variability in the nature of the technologies they use and their level of engagement. Our findings suggest that while age is a factor, the differences in patterns of use cannot be attributed simply to any particular generational group. "
Read the full paper:
The future may have arrived, but engagement with ICTs is not equal among our diverse “net gen” learners by David Wood, Alice Barnes, Rebecca Vivian, Shiela Scutter, and Frederick Stokes-Thompson
Friday, May 13, 2011
Technology as the Architect of Self: Implications for Higher Education
Sherry Turkle is one of the most thoughtful commentators on the impact of digital technology on society. Here is a presentation she gave at the recent Campus Technology conference.
Abstract
"With a special focus on our evolving and technology-infused higher education environments, Turkle will consider how contemporary digital connectivity is changing the nature of the ‘self,’ including our ‘selves’ in academia. What are the deeper implications of changes in our students, especially those whose generation has grown up “tethered” to connectivity devices and in a new regime of privacy? Now that we know the challenges for teaching and research with digital communications, are we living the lives as educators that we want to live?"
A summary of the presentation is available here.
Abstract
"With a special focus on our evolving and technology-infused higher education environments, Turkle will consider how contemporary digital connectivity is changing the nature of the ‘self,’ including our ‘selves’ in academia. What are the deeper implications of changes in our students, especially those whose generation has grown up “tethered” to connectivity devices and in a new regime of privacy? Now that we know the challenges for teaching and research with digital communications, are we living the lives as educators that we want to live?"
A summary of the presentation is available here.
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