Students used the computer approximately 2–5 hours a week for writing documents, surfing the Internet for pleasure, e-mailing, using instant messaging, using an electronic device at work or downloading/listening to music or videos. Hours of Technology Useīy a wide margin, students said that they used a computer first for doing classroom activities and studying (mean of 4.01 on a scale where 1 represents "do not use," 2 represents less than one hour weekly 3 represents 1–2 hours 4 represents 3–5 hours 5 represents 6–10 hours, and 6 represents 11 or more hours per week). Students reported using technology for creating/editing video and audio and for creating Web pages the least. Students reported using computers for writing documents (99.5 percent) and e-mails (99.5 percent), followed by surfing the Internet for pleasure (97.2 percent) and for classroom activities (96.4 percent). They reported that they use technology first for educational purposes, followed by communication.
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Students were asked about the applications they used on their electronic devices. More than 81 percent of students had access to broadband service, either through commercial or university sources, while 18.5 percent used modems. Seniors used commercial access most often (56.4 percent). Freshmen students, who most often reside on campus, access the Internet using university networks (82.2 percent). Internet AccessĪll of the students in this study had access to the Internet. Cell phones were owned by 82 percent of the students, with femles (84.7 percent) more likely to own one than males (77.7 percent). Personal digital assistants (PDAs) were owned by only 11.9 percent overall, with male students more likely to own a PDA than female students. We found that 70.7 percent of the senior respondents and 57.1 percent of the freshmen respondents reported ownership of a personal desktop computer 38.5 percent of the senior respondents and 52.7 percent of the freshmen respondents owned laptop computers. Ownershipįully 93.4 percent of 4,374 students surveyed at 13 higher education institutions in 5 states owned a computer. There is an inexorable trend among college students to universal ownership, mobility, and access to technology. The institutions included in the survey were
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Forty-five percent of the students surveyed reported living on campus. Students surveyed were either freshmen or seniors. Ninety-five percent were enrolled full-time the other 5 percent were enrolled part time. Ninety-five percent of the students were 25 years old or younger. The students were mostly traditional-age college students from 13 institutions in five states. This study presents the responses of 4,374 students who replied to a 2004 survey. What value does the use of information technology add in terms of learning gains?.How does this use contribute to their undergraduate experience?.With what levels of skill are they using these technologies?.What kinds of information technologies do students use, and what are their preferences?.A study by the EDUCAUSE Center for Analysis and Research (ECAR), using both quantitative and qualitative data, addressed four questions: Much of the work to date, while interesting and compelling, is intuitive and largely based on qualitative data and observation. The assumption of the technology literate undergraduate student population needs to be demonstrated with quantitative data.
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2 Similarly, Paul Hagner found that these students not only possess the skills necessary to use these new communication forms, but there is an ever increasing expectation on their part that these new communication paths be used.
#Percent of the u.s. population used computers at work trial#
Doing is more important than knowing, and learning is accomplished through trial and error as opposed to a logical and rule-based approach.
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Jason Frand observed that today's young students take technology for granted and that staying connected is a central part of their lives. Prensky calls them "digital natives," referring to the fact that they have grown up with technology as opposed to "digital immigrants" who did not. They are characterized as preferring teamwork, experiential activities, and the use of technology. These students possess unprecedented levels of skill with information technology they think about and use technology very differently from earlier student cohorts. Much has been made about the new generation of technology-savvy students currently in and entering college. EDUCAUSE Center for Analysis and Research and University of Minnesota, Twin Cities