Abstract

This paper reports qualitative findings from a study that investigated Australian university staff and students’ perceptions and use of current and emerging technologies both in their daily lives and in teaching and learning contexts. Forty-six first-year students and 31 teaching and support staff from three Australian universities took part in interviews and focus groups. This paper examines how students and staff reported on their use of new technologies in their daily lives, their stated reasons for using those technologies, and their beliefs about the benefits and limitations of using technologies as teaching and learning tools. The findings question assumptions that have been made about a “digital divide” between “digital native” students and their “digital immigrant” teachers in higher education today, suggesting we need to develop a more sophisticated understanding about the role technologies play in the lives of both students and staff. A better understanding of student and staff perspectives will allow for more informed decisions about the implementation of educational technologies in today’s higher education institutions.

Citation

Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B. & Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication technologies. Computers & Education, 54(4), 1202-1211. Elsevier Ltd. Retrieved December 11, 2019 from https://www.learntechlib.org/p/67435/.

Keywords

• Access to Computers
• College Freshmen
• Colleges
• computer-mediated communication
• Digital immigrants
• digital natives
• Disadvantaged
• educational technology
• focus groups
• Foreign Countries
• higher education
• information technology
• Interviews
• media in education
• post-secondary education
• student attitudes