Student and faculty inter-generational digital divide: Fact or fiction?
Student and faculty inter-generational digital divide: Fact or fiction?
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学生和教师代际数字鸿沟：事实还是虚构？
DOI：
10.1016/j.compedu.2010.06.017
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
B. Cleghorn
中科院分区：
文献类型：
--
作者：
Florin D. Salajan;D. Schönwetter;B. Cleghorn
本文基于多伦多大学牙学院进行的一项关于学生和教职员工对在课程中实施数字学习技术的看法的小规模研究结果，分析了数字原住民和数字移民的二分法。选择进行测量的第一个因素是用户对电子邮件、网络浏览器、在线电子文本等基本软件以及个人电脑、笔记本电脑和MP3播放器等硬件设备对学习的影响的看法。此外，研究还评估了母校在2006-2007学年推出的首选学习管理系统Blackboard。这项研究的结果表明，该学院在感知数字技术对学习和教学的有用性和重要性方面存在着轻微的代际差异，但这种差异很小，没有普遍的适用性。研究的结论是，数字原住民和数字移民的二元性是一个复杂的现象，不能总是用这些极端的术语来描述。
This article analyzes the digital native–digital immigrant dichotomy based on the results of a small-scale study conducted at the University of Toronto, Faculty of Dentistry, regarding students’ and faculty members’ perceptions toward the implementation of digital learning technologies in the curriculum. The first element chosen for measurement was user perception of the impact on learning of basic software such as email, web browsers, online e-texts as well as hardware devices such as personal computers, laptops and MP3 players. In addition, the study also evaluated Blackboard, the learning management system of choice introduced by the parent university in the academic year 2006–2007. The results of this study suggest that there exists a slight inter-generational difference at the Faculty in the perceived usefulness and importance of digital technologies for learning and teaching, but that this difference is minimal, with no universal applicability. The study concludes that the digital native–digital immigrant duality is a complex phenomenon which cannot always be described in these extreme terms.
影响因子：
12
作者：
Jones, Chris;Ramanau, Ruslan;Healing, Graham
通讯作者：
Healing, Graham