Students' Everyday Engagement with Digital Technology in University: Exploring Patterns of Use and "Usefulness"
Journal of Higher Education Policy and Management Volume 37, Number 3, ISSN 1360-080X
The much-discussed potential of "technology-enhanced learning" is not always apparent in the day-to-day use of digital technology throughout higher education. Against this background, the present paper considers the digital devices and resources that students engage most frequently with during their university studies, what these technologies are being used for, and perceptions of "usefulness" attached to these uses. The paper draws upon data gathered from a survey of undergraduate students (n = 1658) from two Australian universities. Having explored a variety of factors shaping student engagement with digital technology within these university settings, the paper considers how ongoing discussions about digital technology and higher education might better balance enthusiasms for the "state of the art" (i.e. what we know "might" be achieved through technology-enabled learning) with an acknowledgement of the "state of the actual" (i.e. the realities of technology use within contemporary university contexts).
Henderson, M., Selwyn, N., Finger, G. & Aston, R. (2015). Students' Everyday Engagement with Digital Technology in University: Exploring Patterns of Use and "Usefulness". Journal of Higher Education Policy and Management, 37(3), 308-319.
- Educational Practices
- educational resources
- Foreign Countries
- higher education
- information technology
- Mass Media Effects
- Mass Media Use
- Performance Factors
- Relevance (Education)
- student attitudes
- Student Surveys
- technology integration
- Technology Uses in Education
- undergraduate students
- Use Studies
Cited ByView References & Citations Map
Walking the Talk: Adding Value to the Higher Education Experience Through Innovative Technology Enhanced Learning
Zarina Mariam Charlesworth, HEG Arc School of Business University of Applied Sciences W. Switzerland (HES-SO), Switzerland; Natalie B. Sarrasin, University of Applied Sciences W. Switzerland (HES-SO), Switzerland
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1016–1023
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