Students' use of technologies

STUDENTS‟ USES OF
TECHNOLOGIES (MOYLE, 2010)

Nick Burns.

CONTENTS
PAGE:
INTRODUCTION

YOUNG PEOPLES PATTERNS OF USAGE OF
TECHNOLOGY:
• INTERNET USAGE
• MOBILE PHONES
• SOCIAL NETWORKING
• PLAYING ONLINE/COMPUTER GAMES

STUDENTS LEARNING WITH TECHNOLOGIES

EDUCATION FOR THE FUTURE

DISCUSSION QUESTIONS

CONCLUSION
• TEACHER PERSPECTIVE
• STUDENT PERSPECTIVE

REFERENCES

INTRODUCTION
 Distinct generation difference in terms of
technology use.
 “…[Students of today] do not separate their lives
according to „without technologies‟ and „with
technologies‟ as adults often do” (Moyle, p.31)
 21st C – will not grow up without technologies.
 Use technology for a wide range of activities

INTRO cont.
 Internet adaptation has increase dramatically since the
late 1990‟s early 2000‟s.
 June 2009 – 1.6 Billion Internet users globally.
 Scale of Internet use evident in online registration for
online game World of Warcraft – 2009, 11.5 million
registered users.
 Mobile technologies will also increase and
fundamentally change in use due to the introduction of
3rd party apps.
 This allows more educational use.

YOUNG PEOPLES PATTERNS
OF USAGE OF TECHNOLOGIES:

-Internet Use
 “Australian students‟ access to computers at home and at
school is among the highest in the world”
 2006 study – 92% of age 5-14 used computer at home and at
school – 70% used the internet
 2008 study – 77% of age 14-16 used both the computer and
the internet daily
 2009 study – Primary students: use computer and internet
mostly at school, Secondary students: use computer and
internet mostly at home.
 2009 study – 74% of age 8-11 and 91% of age 2-17 say that
internet access is highly important to their lives.

-Mobile Phones
 2006 study – 55% of age 9-11 and 96% of age 14-16 owned
a mobile phone
 Students of families who have an annual average household
income of $30,000 or less, have the highest mobile phone
ownage
 Findings suggest “…mobile phones are important to young
people‟s lifestyles and their identities.
 FOR EDUCATORS:
 Understand the relationship between technology and identity
 Find potential benefits of this technology for building communities of
learners.

-Social Networking
 2009 study – majority of 12-17 years and half of 8-11 year
olds use social networking sites i.e myspace/MSN.
 These statistics would have changed significantly since the
recent rise in popularity of facebook and twitter.

-Playing Online/Computer Games
 Some computer games offer opportunities for learning that
the physical world cannot.
 An Example – „Power Up‟ – Players use avatars to prevent
ecological disasters through problem solving and strategy
use.
 Much debate about youth video game use: Harmless
diversion V Corruptor of Youth
 It is important for educators to try to learn how young people use
and learn from games to replicate in the classroom

-Playing Online/Computer Games
 Computer game use is a social activity rater than an isolating
activity – contrary to popular belief.
 In Australia, educational value of computer games is low.
 Educational games used to keep students interested in
learning.
 Students believe teachers wont use technology for
learning, as they are illiterate.

STUDENTS LEARNING WITH
TECHNOLOGIES
 Differences in computer use by students at home compared to school is
said to be “…symptomatic of a larger issue, where the vision students
have for their learning today is very different to the vision being
implemented in schools” (Moyle, p. 36)
 FOR EDUCATORS: Authentic Assessment – students “…to be
assigned more complex and engaging activities that involve
technologies, and that such activities should be relevant to their lives”
(Moyle, p. 36)
 Students argue technology is used in a boring way within the
classroom.
 Teachers assume what students are interested in and therefore what to
teach but are usually incorrect.
 “…good use of technology equates to research and presentation skills”
(Moyle, P. 36).

TECHNOLOGIES cont.
 Students use internet and social networking sites to clarify
 “When I‟m doing an assignment, at times I get confused and then I just
sign on to MSN and just ask a friend” (Moyle, p. 37)
 This could be combatted by a teacher running a google site, where they
are able to upload assessment requirements and study guides to assist
students when not at school and available for contact.
 FOR STUDENTS: Students can use technology in a positive
way to assist and affect their learning through collaboration
through social networking, self regulation, acquiring and
building upon prior knowledge.

TECHNOLOGIES cont.
 Teachers should strive to have students become actively
participating in online communities.
 “…blurring of the boundaries between expert and amateur”
(Moyle, p. 37) in regards to online sharing of information i.e
Wikipedia.
 Online game environments which consist of participants
working collaboratively in groups can assist students works in
groups at school in terms of their behavior, groups roles and
achieving common goals.

 Schools need to have a learning environment with
encourages and grows the use of technology by both
students and teachers.
 Inquiry and project based learning allow students to find
meaning to issues important and relevant to their lives.
 Teachers should aim to have students as creators and
producers of technology rather than just consumers (actively
engage)
 Schools can utilize advances in technology including apps as
tools for educating students on technology which most of
them already own and use regularly.

cont.
 The internet is an avenue for students to not only produce
work but to present it to an audience who can give feedback
for student to learn and build upon for future efforts.
 Teachers should embrace the level of communication
students achieve by using technology and use it to boost
their ability to achieve common learning goals.
 Social networking sites can be used in an education setting
to produce and present e portfolios of learning and as a
space to record and display ideas and thoughts.
 Web 2.0 tools provide opportunities for education now and
into the future.

DISCUSSION QUESTIONS
 WOULD YOU / DO YOU ALLOW STUDENTS TO HAVE
MOBILE PHONES IN THE CLASSROOM ? WHY / WHY NOT ?
COULD THEY BE USEFUL?

 DOES YOUR TEACHING ASSUME YOUR STUDENTS HAVE
ACCESS TO A COMPUTER / THE INTERNET ? IF NOT HOW
DO YOU CATER FOR THOSE WHO DO NOT HAVE ACCESS?

 CAN YOU SEE YOURSELF AS A TEACHER INCORPORATING
SOCIAL NETWORKING INTO YOUR TEACHING AS A FORUM
FOR EDUCATIONAL COLLABORATION ? AND HOW? i.e
google sites, facebook, etc.

CONCLUSION
Teacher Perspective Student Perspective

 Learn and be comfortable  Use technology (when
with technology applicable) for production
 Provide an encouraging and presentation of work
environment  Be producers and creators
 Ensure students have or technology
access  Utilise both home and
 Be able to provide school
information outside of the  Understand educational
classroom benefits

REFERENCES
 Moyle, K. (2010). Building Innovation: Learning with technologies, Australian Education
Review, 56, 31-39
PICTURES:
 Students love technology - http://www.blippitt.com/students-love-
technology-infographic/
 Teacher with smartboard and students - http://www.walsingham-
es.pinellas.k12.fl.us/tech.html
 Girls on computer - http://www.eschoolnews.com/2010/10/22/the-
computer-ate-my-teacher-technology-and-the-new-face-of-todays-
classroom/
 Facebook -
http://www.telegraph.co.uk/technology/facebook/9035396/Facebook-
worth-1.1bn-to-UK-economy.html
 Twitter - http://lunamagazine.com.au/music/features/11383

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