Title:	STUDENT AND TEACHER USE OF TECHNOLOGY AT THE UNIVERSITY LEVEL
Author(s):	Peter Gobel, Makimi Kano
ISBN:	978-989-8533-18-0
Editors:	Demetrios G Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías
Year:	2013
Edition:	Single
Keywords:	Digital literacy, student attitudes, teacher attitudes, digital native.
Type:	Full Paper
First Page:	17
Last Page:	24
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	‘Digital Native’ and ‘Digital Immigrant’ are terms, popularized by Prensky (2001), to describe those born either before, or in the digital era (i.e. after 1980). In recent years, this dichotomy has been used to raise awareness of differences in technology usage and what these differences may mean for education. The present study examines Japanese university teacher and student use of digital technology in academic settings, as well as their preferences for digital or paper-based educational practices. At a private university in Japan, 337 first-year university students and 170 full-time faculty responded to tailored questionnaires addressing digital technology use. Both questionnaires focused on four areas: technology use, self-efficacy, familiarity, and learning/teaching style preferences. The results showed that there are clear differences in technology use between teachers and students, with teachers using computers more than students. Self-efficacy of students was much lower than teachers, and there were distinct differences in the familiarity with software and web pages between the two groups, with students being much more comfortable with websites and teachers being more familiar with software. Learning/teaching styles of both groups were similar, with a bias towards teacher-centered and paper-based educational practices. These findings suggest that there is a mismatch between institutional goals and the beliefs and practices of both teachers and students regarding the role of technology in the curriculum.
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