Netskills and the current state of beliefs and practices in student learning: an assessment and recommendations

Murray, Liam; Hourigan, Tríona; Jeanneau, Catherine; Chappell, Dominic

doi:10.1111/j.1467-8535.2005.00475.x

Cited by 11 publications

(11 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this study, survey and interview results further confirmed the diversity of use and engagement with technology across the Emirati student population; this finding can further assist in the avoidance of an overestimation of student preparedness for utilizing such technologies in their coursework that has been found in other countries Messineo & DeOllos, 2005;Murray et al, 2005;Pedro, 2009). As pointed out by , "the question [remains] as to whether students' everyday skills with emerging technologies will correspond to skills associated with beneficial, technology based learning" (p. 119).…”

Section: )supporting

confidence: 49%

“…While a high majority of students consider themselves to be very skilful in searching, evaluating or utilizing the Internet (for example 81% of tertiary students in the US (Smith & Caruso, 2010)), certainly world-wide there is continued evidence that most students are generally not highly skilled or confident in their use of digital technologies (Cheong, 2008;Combes, 2008;Hargittai & Hinnant, 2008;Li & Ranieri, 2010;Margaryan et al, 2011;Metzger & Flanagin, 2008;Murray, Hourigan, Jeanneau, & Chappell, 2005;Rowlands, Nicholas, Williams, Huntington, & Fieldhouse, 2008;Selwyn, 2008b;Trinder et al, 2008).…”

Section: Claims Made About Digital Nativesmentioning

confidence: 99%

See 1 more Smart Citation

Technology, education and Arab youth in the 21st century: A study of the UAE

Martin¹

View full text Add to dashboard Cite

This thesis is an exploration of the engagement of young Emirati tertiary students (aged 18-25) with digital technologies in the United Arab Emirates (UAE). International research in recent years has documented the access to, and use of, digital technologies by young people in many parts of the world, largely in response to claims made at the turn of the century about posited characteristics of young people today, referred to in the debate as digital natives. In reaction, governments and educational institutions in many parts of the world have considered or accepted the need for a rethink of their educational systems, with an emphasis on increased integration of technology into teaching and learning, in an apparent endeavor to remain relevant to students of today, and the society of the future.The documentation of the impact of technology on the young Arab population of the UAE, however, is an important contribution to this debate, where most research to date has been conducted in more developed countries. This research also considers the historical, socio-economic, linguistic and cultural context of the UAE within which technological changes have occurred, as well as the impact of digital technologies which in turn have continued to influence social and cultural change. Consideration of the inter-relationship between technology and the environment in which it has impacted has enabled a challenging of the determinist arguments put forward in the wider digital natives debate.This research used a mixed-method approach involving multiple tertiary educational institutions in the UAE, and included students from a wide variety of geographical locations and academic disciplines within the country. Mixed methods research was eminently suited to this exploration, to enable both internationally comparable data on Emirati youth as a result of use of an adapted survey instrument (N=587), and insight into possible local implications and influences of cultural, educational and language factors by also using semi-structured interviews (N=15). This is the first extensive, multi-institutional research project to address this topic in a region which includes a very high population of young people, who are increasingly wired and educated, at a time of remarkable change and challenges in the Middle East.The primary aim in this research project was to determine the extent to which Emirati higher education students were engaged with digital technologies, including the Internet, and whether this level of engagement was similar to patterns internationally. Six major findings emerged from the data.ii Firstly, data confirmed that most Emirati tertiary students have almost comprehensive access to broadband Internet, both from home and their place of study, using mobile technologies such as tablets or mobile phones, as well as laptops or desktops. Educational improvements in the UAE have been pivotal as an impetus for technological changes, with digital technologies now ubiquitous within tertiary education institutions, as well as ...

show abstract

Section: )supporting

confidence: 49%

Section: Claims Made About Digital Nativesmentioning

confidence: 99%

Technology, education and Arab youth in the 21st century: A study of the UAE

Martin¹

View full text Add to dashboard Cite

show abstract

“…For example, it is now widely recognized that students' computer literacy needs to be addressed by language teachers when new technology is introduced and that students might therefore have to be trained to use this new technology (Barette, 2001;Taylor & Gitsaki, 2004). Murray, Hourigan, Jeanneau, and Chappell (2005) surveyed over 1,000 students on their use of the Web. Almost all students recognized the importance of using the Internet as a learning resource and reported that they did not need encouragement to use it in their studies.…”

Section: Student Perceptions Of Computer-based Language Activitiesmentioning

confidence: 99%

To Like or Not to Like! Student Perceptions of Technological Activities for Learning French as a Second Language at Five Canadian Universities

Peters¹,

Weinberg²,

Sarma³

2009

The Canadian Modern Language Review

View full text Add to dashboard Cite

This article examines student attitudes towards and perceptions of technological activities in the language classroom. Data collected from students (n ¼ 71) in the French language departments of five Canadian universities were used to examine which technological activities students preferred, whether and to what degree different activities were judged useful, and how frequently students perceived that they were doing these activities. Four trends emerged. First, students find computer-assisted activities useful. Second, students prefer activities that are less mediated, more based on authentic materials and more like activities they do in everyday life, to didactic activities. Third, students tend to prefer and judge more useful the computerassisted activities done individually rather than collaborative activities. Finally, it seems that traditional types of computer-assisted activities such as listening, grammar, and vocabulary exercises are more appreciated and judged more useful than are newer types of activities such as blogs and WebQuests. Concluding remarks offer pedagogical suggestions based on these findings.

show abstract

“…' Indeed, the online environment places greater and different burdens on tutors, for as a recent survey suggests, students 'count on the lecturers to be aware of the content of websites and to recommend them for their value as learning tools.' 7 At the same time, tutors are expected to be the early adopters and implementers of new educational technologies such as videoconferencing and to appear to be the 'experts' in such applications.…”

Section: Tutor-lite or Tutor-plight?mentioning

confidence: 99%

“…In this context it is worth noting the following observation from a recent netskills survey: 7 'Whilst the majority may have the necessary skills for using the web for recreational purposes, the idea of accessing this virtual setting for learning emerges as a crucial issue.' 7 This despite the fact that over 65% of respondents to the survey claimed they had used the web for more than three years! The survey's observation is sup ported by the comment that 'Students are actively involved in arranging their sports and social activities, but not their learning environments!'…”

Section: Technical Supportmentioning

confidence: 99%

Supporting the learner and teacher online

2008

View full text Add to dashboard Cite

Whether on or off campus, all students need support if they are to successfully complete their studies. Although 'good teachers' should be 'good teachers' in any medium, their support is especially important when technology is involved. Previous articles in the series have shown that the advent of ICT has added to the complexity of the type and provision of this help and advice, not least because it now involves technical as well as pedagogical and pastoral elements. However, rather than being a problem, ICT, particularly through its online facilities, can provide levels of support over and above those required by traditional face-to-face teaching. This has implications for tutors as well as students as it places greater pressure on their time and requires them to have a new skills-set, a situation that needs to be resolved if the full benefits of online support are to be realised.

show abstract

Netskills and the current state of beliefs and practices in student learning: an assessment and recommendations

Cited by 11 publications

References 15 publications

Technology, education and Arab youth in the 21st century: A study of the UAE

Technology, education and Arab youth in the 21st century: A study of the UAE

To Like or Not to Like! Student Perceptions of Technological Activities for Learning French as a Second Language at Five Canadian Universities

Supporting the learner and teacher online

Contact Info

Product

Resources

About