Application of Technology by College Students - Coursework Example

Application of technology by college Table of Contents Content Page Abstract …...…………………………...…………………………………………. 3 Introduction ………….…………………………………………………………… 3 Literature Review ……..………………………………………………………….. 4 Methodology ………..……………………………………………………………. 7 Results ..…………………………...……………………………………………… 8 Discussion ....………...…………………………………………………………… 11 Conclusion ....………...…………………………………………………………... 13 Annexure A: Questionnaire Form ………………………………………………... 14 Appendix: Sample of filled questionnaire ……………………………………….. 17 References ……………………………………………………………………….. 19 Abstract The aim of this paper is to identify how college students use technology in different ways during their studies and educational activities. The paper provides a critical review and analysis of research studies that have been conducted in this field in the past, including evaluation of experiments and used methods of sample selection and testing. Furthermore, a detailed discussion about results of such experiments and conclusions reached by such literature is given. On the basis of this discussion, conclusion is provided along with recommendations for future. Additionally, a format of questionnaire is also attached at the end of this paper which was used during the study to collect information from college students. This is followed by an example of questionnaire duly filled by one of the students. Lastly, all resources that were studied and referred during this research have been mentioned in the final section. Introduction Technology has become part and parcel of our normal daily lives and other research and studying activities carried out from time to time. Information technology, including computers, networking and other hardware logistics, has become necessity of educational institutions and similar entities. As per results of survey conducted by Office of Technology Assessment, 95% of schools and colleges have computers and similar technologies installed in their premises (Congress, 1988). With such vast usage, the next question arises as to the categories of functions supported by such equipment for students. From word processing to surfing the internet, this invention has catered the students’ generations for last few decades. Moreover, technology has enabled students to gain additional skills and develop technical expertise which helps them in subsequent stages of their careers. Gore claims that, in near future, almost 60% of employers in the market will seek prerequisites of technological knowledge and fluency in candidates applying for job vacancies (Gore, 1998). However, the significant issue to be considered here relates to the benefits, negative consequences and overall impact of technology on students. With heavy investments and stakes involved, national authorities have their primary concerns as to whether technology is being utilised by students in effective manner and funds are being realized in a cost-beneficial way (Tolmie, 2001). This paper entails the application of technology by students in various fields of education, which is measured with help of a research study conducted. This survey covered a diverse population of students and enabled us to draw appropriate conclusions thereafter. Literature review a) Preface Diverse studies have been conducted in the past which aimed at identifying uses of technology by college students. Most of them focused on benefits derived from application of technology by students in their regular course studies and by mentors in their teaching methods. Some also studied the various uses that technology can be put to by undergraduate students. Comprehensive surveys and experiments have been carried out with different types of populations and distinct results have been revealed through them. Matters to be considered when conducting such study include contributions that technology makes to the overall college experience and learning curve of undergraduate students, level of expertise and fluency of students in different technologies and results of former studies already conducted in this regard (Kvavik & Caruso, 2005). b) Application of technology A similar research by Sax proved that college students have diversified uses of technology in their day-to-day activities and studies. However, only few of them are capable of utilizing it effectively for word processing, communications and other constructive activities while it backfires for major proportion of this generation and creates hindrance in their success as they waste their valuable time on social networking (Sax et al., 2001). A more recent study was executed to demonstrate how students use information technology to enhance their learning curves and intellectual level. Students were broken down into two groups and bifurcated into two different settings, such that one category was part of group using modern technology while other category consisted of students that had been more exposed to conventional methods lacking technological interference. This research successfully shaped direct relationship between learning of children with their efficient usage of technology (Pilkington, 2008). c) Availability in colleges A study was conducted by Hackbarth whereby an experiment was performed focusing on students of elementary school and their knowledge regarding various applications of technology as taught at school. The results showed that majority of them were exposed to only a short period of time for accessing technology for their studies at schools, ranging between 10 to 60 minutes per week. Therefore, their knowledge in Microsoft Office and internet only stemmed from usage of computers, gadgets and other technological tools at home for their home assignments (Hackbarth, 2000). In the absence of promotion of technological usage from professors and mentors, students would never consider it significant enough to take any initiative. Hence, as proved by experiment conducted by Mumtaz, students, who are encouraged by their teachers to incorporate technology in their regular studies and are taught by instructors through modern technological teaching methods, are more skilled and comfortable with such techniques. Usage of graphical illustrations, presentations on slides and interpretation through analytical spreadsheets are some methods that teachers promote at institutes (Mumtaz, 2000). d) Benefits of technology Mistler-Jackson performed an experiment to illustrate how certain uses of technology affect motivational level and potential of students in regular studies. Population was divided into three levels according to their motivational stances, which were initially recorded, and six students, in total, were picked randomly from these groups. Researchers exposed students to technology and observed their common uses which mainly included internet browsing, word processing and email communications. Soon students started switching from lower to higher motivational levels. After completion of such program, scores were evaluated again to develop a comparative picture between pre and post assessment. Consequently, the experiment succeeded in achieving its planned outcomes by establishing the facts that technology enabled students to achieve greater knowledge and interest in their studies due to presence of technology and that their morale also got boosted as a direct impact of technology (Mistler-Jackson & Songer, 2000). At another occasion, Kulik also concurred to positive and desirable effects caused by availability of internet access on motivation levels of students (Kulik et al., 1983). e) Modern methods of teaching Another aspect to this agenda is the involvement of various technological tools into teaching methods by instructors in undergraduate programs. When undergraduate students enter their higher studies, they are neither technically skilled at word processing, using spreadsheets and presentation tools nor updated with latest changes in internet technologies, as shown in a study conducted by Colorado State University in association with the Office of Instructional Services. This committee was formed to test on preset hypothesis that a clear distinct line exists between different uses that technology is put to by new joiners at university and relatively senior students. Survey was carried out and conclusions were drawn that rigorous methods are required for creating awareness for new students to bring them on same level as senior students, who mainly use technology for diverse uses including web development, networking and mass communications (Kaminski et al., 2003). A similar study by Sharp suggested that the mere presence of technological devices such as computers, laptop workstations and projectors in classrooms is not sufficient and convincing enough; instead, mentors must work hard on teaching students on how to put technology to productive usage, such as creating and delivering presentations and making connections with each other thereby integrating the whole classroom (Sharp, 1997). This explains the same phenomenon as elaborated by Mc Laughlin who was of the view that technology is being used more for unproductive and fruitless purposes by majority of students. His experiment revealed that 81% of internet usage in a classroom pertains to browsing and surfing the web and social networking (Mc Laughlin, 1997). Considering these past studies, we have conducted this experiment to address concerns not covered in previous researches and to identify how technology is being utilised by undergraduate students of millennial generations. Methodology The population selected for this experiment comprised students belonging to undergraduate and postgraduate programs of Leeds Metropolitan University. Interviewing students would have been a lengthy process so, instead, a questionnaire format was developed, containing 10 questions, with utmost care to cover all the relevant aspects of the research and meet the standard criteria. The questions were multiple-choice as open-ended queries would become a source of irritation for students and also would collect data in a non-standardized form. A sample questionnaire has been attached to this paper as Annexure A and a duly filled sample answer sheet of a random student has been enclosed in appendix to this paper. Previous surveys relating to technological impact on students have been carefully studied in order to identify areas which need further work and investigation. The questionnaires were distributed to a randomly selected sample of 12 students, along with clear instructions of what is expected from them. The questions were close-ended such that students were required only to select most suitable answers from given options with integrity and accuracy. Questions mainly covered areas such as different usage of technology, frequency of usage, level of fluency and literacy and educational implications of technology. Follow-up emails and notices were given to students whose answers have not been submitted yet. The questions were straightforward so I didn’t face many problems during the research. However, we faced difficulty in collecting bio-data of students as many of them were not willing to share their personal information. The responses were collected in a timely manner and evaluated to understand how students of different fields use technology in their regular studies. Results were summarized and final conclusions were reached as discussed in the subsequent sections. Results The sample of 12 students was selected, containing 8 males and 4 females. Half of the students belonged to undergraduate program while other half were from postgraduate. 7 of the students had ages below 20 years while the remaining 5 students were above 20 years and belonged to postgraduate studies. Majority of them were full-time students who were only studying with no part time jobs. 3 of them were living in hostel facilities provided by their colleges. Apart from these general characteristics, 10 out of 12 students mentioned that they own a desktop computer and have proper internet access. It was observed that technology was mainly being used by college students for studying, socializing and personal entertainment. Almost all students accepted the fact that technology has become an important part of their studies and regular activities in college sessions. During experiment, students were asked about their capabilities in using technology, including their skills in word processing, spreadsheet analysis or general usage of the internet. Mostly, students were comfortable about using common applications such as word processing, presentations, email communications and internet browsing. Only few had strong command over other specialized software such as web development, multimedia and animations etc. We also observed certain patterns, during the experiment, between usage of technology, field of study and seniority level of students. This relationship has been presented in form of tables provided below and also have been graphically shown in PowerPoint presentation. Categories of technologies owned Postgraduate Undergraduate Total Personal desktop 4 6 10 Laptop 6 3 9 Smart phones 5 5 10 Music device 2 4 6 Wi-Fi connectivity 6 3 9 Most of the students owned personal desktop computers while remaining students had alternatives for that such as laptops, cell phones, smart phones and musical gadgets. The alternate device depended on preferences and purpose for which students use their technology. If a student has no usage for studies, then a simple musical device or smart phone would suffice his requirements. On the other hand, students who frequently used technology for their regular college studies had notebooks, laptops and other mobile devices at their disposal. Type of activity Number of students Postgraduate Undergraduate Email and communications 12 6 6 Word processing 8 5 3 Internet research / literature 11 6 5 Graphical presentations 9 7 2 Spreadsheets and calculations 10 6 4 Web development 5 4 1 Majoring field Word processing Spreadsheets Presentations / graphics Engineering and computer science (5 students) 3 4 4 Business (3 students) 3 2 3 Social sciences (2 students) 2 0 2 Other sciences (1 students) 1 1 0 Arts (1 students) 1 0 1 Discussion Considering the results that have been obtained from this experiment, it can be stated that college students frequently use technology in their regular studies, college sessions and educational activities. The survey showed that students have now become stronger in their academic studies due to presence of technology in their routine tasks. Also, they have improved their communicating, writing, reporting and presenting skills. The effective use of technology in classroom sessions has helped students in obtaining quick feedback by teachers on their performance. Additionally, connectivity with the entire class also keeps students updated with latest lectures, guidelines for examinations and overall support in completing coursework. Technology also plays an important role in group activities since it helps in creating strong bonds and links between team members. It joins their efforts and creates synergy for the group as a whole. Word processing tools have enabled the students to develop report-writing and communication skills. Spreadsheet applications are very useful as they improve analytical skills of students through complex formulas, advanced calculations and preparation of forecasts. Another major use of technology for students involves preparing graphical presentations and delivering them to a big crowd. Technological applications have generally improved overall management skills of students and have made studies relatively easier with its support. Students have become more confident and strong in their academic studies. They have also found other activities in technology that are not directly linked to studies but have helped greatly many students who were overburdened by study pressures. These activities include social networking, music, multimedia and surfing on the internet. Technology has helped students in gaining better control and management of their educational tasks and coursework activities. With access to large database of information available on the internet, students are able to conduct detailed research as part of their college assignments. From another aspect, students also appreciate the usage of technology in teaching methods by their mentors. Technology enables students to understand difficult concepts of coursework with the help of various presentations, interactive tasks and integration with the entire classroom. This is observed to be found more in students studying their majors in engineering and computer sciences. We have already seen that there is a strong relation between field and subjects studied by students and their preferences for technology. Electronic devices play an important role in technical fields and form the basic foundation for their studies. On the other hand, business students prefer that technology should be used in their teaching sessions to lighten up the environment and convert their dry and dull theories into interesting and interactive topics. Seniority and gender have unique connection as well to the usage of technology in college studies. Male students are observed to be relatively better and more frequent users of technological gadgets such as laptops and smart phones while girls only require basic devices with no smart or extra features. Similarly, senior students would use technology for different purposes as compared to younger or juniors students who have little knowledge about it. Moreover, usage of technology has long-term benefits for students who wish to pursue successful careers in future. Employers seek strong command in applications like words processing, presentation building and spreadsheet packages. Thus, if students have used technology throughout their college studies, then they have healthy chances of getting a competitive advantage over other candidates in the job market. This discussion clearly suggests that generally all computer systems and other related technologies must be considered as essential necessities for college studies and thus students as well as teachers must be encouraged to make technology part of their day-to-day studying sessions. Conclusion Technology can be used effectively by students to develop their problem-solving skills, intellectual level and overall proficiency (Jonassen et al., 2002). Modern technologies can help students to achieve good grades at college and improve their professional level. Academic performance of undergraduate and postgraduate students can be positively influenced through the usage of technology in studies. Therefore, it can be concluded that educational institutions must take steps to integrate technology into the annual curriculum of undergraduate and postgraduate students programs. Students may be given mandatory training and education on how to put technology to best use for their personal and professional development. Technology must be used across the institution, offering applications and solutions such as word processing, graphical presentations, spreadsheet packages, communication software and other analytical tools. For this purpose, sufficient funding must be acquired by management of college from relevant authorities. Teachers must regularly monitor progress of students in usage of technology so it can be identified if any of students is lagging behind or is unable to put technology to effective usage. It will also highlight any failures on part of management in providing adequate resources to students who wish to use technology for education. Annexure A: Questionnaire Form The following questions have been designed as part of our current research study being conducted in your place of education to identify common uses of technology in students’ lives. Your participation, support and cooperation are highly appreciated and valuable for our study. 1. Please specify your gender. A. Male B. Female 2. Please specify your academic status. A. Undergraduate B. Postgraduate 3. Please specify your age group. A. 18 - 25 B. 25 - 30 C. 30 – 35 D. 35 above 4. Please specify your coursework majors. A. Engineering B. Computer science C. Social sciences D. Business E. Arts F. Other sciences 5. Please specify how long have you been studying under the current graduation program. A. Less than 1 year B. 1 to 3 years C. 3 years or more 6. What is your frequency of usage of technology? A. Below 20% B. 21-50% C. 75% or above 7. Which of the following devices are owned by you? (Multiple selections are allowed). A. Personal desktop computer B. Laptop / notebook C. Smart phones D. Musical devices E. Wi-Fi / Broadband internet connectivity 8. Which of the following activities and tools are most frequently used by you? (Multiple selections are allowed). A. Word processing B. Spreadsheets C. Presentations D. Email and communications E. Web development F. Internet browsing G. Class group activities 9. Would you suggest your institution to integrate technology in its current study system? A. Yes B. No C. I am indifferent 10. The recent uses of technology such as social networking are unproductive for students. Do you agree? A. Agree B. Strongly agree C. Disagree D. Strongly disagree E. I have no opinion regarding it Appendix: Sample of filled questionnaire The following questions have been designed as part of our current research study being conducted in your place of education to identify common uses of technology in students’ lives. Your participation, support and cooperation are highly appreciated and valuable for our study. 1. Please specify your gender. Female 2. Please specify your academic status. Undergraduate 3. Please specify your age group. 18-21 4. Please specify your coursework majors. Engineering 5. Please specify how long have you been studying under the current graduation program. 1 to 3 years 6. What is your frequency of usage of technology? 75% or above 7. Which of the following devices are owned by you? (Multiple selections are allowed). Notebook Smart phone Wi-Fi internet connectivity 8. Which of the following activities and tools are most frequently used by you? (Multiple selections are allowed). Spreadsheets Email and communications Internet browsing 9. Would you suggest your institution to integrate technology in its current study system? Yes 10. The recent uses of technology such as social networking are unproductive for students. Do you agree? Strongly disagree References Congress, Office of Technology Assessment (1988). Power on! New tools for teaching and learning, OTA-SET-379, Washington, DC: Government Printing Office. Gore, A. (1998). Should schools be wired to the Internet? Yes, it’s essential to the way kids learn. Time, p. 54. Hackbarth, S. (2000). Changes in students’ computer literacy as a function of classroom access to computers and teacher utilization, Tech trends for leaders in education and training, Vol. 44, No. 4, pp. 30-33. Jonassen, D. H., Howland, J., Moore, J., & Marra, R. M. (2002). Learning to solve problems with technology: A constructivist perspective. Kaminski, K., Seel, P., & Cullen, K. (2003). Technology literate students. Educause Quarterly, 3, 34-40. Kvavik, Robert B., and Judith B. Caruso (2005). "Students and Information Technology, 2005: Convenience, connection, control, and learning." Educause Center for Applied Research, extracted on 15 July 15, 2013 from http://net.educause.edu/ir/library/pdf/ERS0506/ekf0506.pdf. Kulik, J.A., Bangert, R.L., & Williams, G.W. (1983). Effects of computer-based instruction on secondary school students, Journal of Educational Psychology, 75, 19–26. Mc Laughlin, Q. (1997). Computers Can’t Save Education. San Francisco Examiner. Mistler-Jackson, M., & Songer, N. B. (2000). Student motivation and internet technology: Are students empowered to learn science?. Journal of Research in Science Teaching, 37(5), 459-479. Mumtaz, S. (2000). Factors affecting teachers use of information and communications technology: a review of the literature. Journal of information technology for teacher education, 9(3), 319-342. Pilkington, R. M. (2008). Measuring the impact of information technology on students’ learning. In International handbook of information technology in primary and secondary education (pp. 1003-1018). Springer US. Sax, L., Ceja, M. and Teranishi, R. (2001). Technological preparedness among entering freshmen: The role of race, class and gender. Journal of Educational Computing Research, Vol. 24, No. 4, pp. 363-383. Sharp, S. (1997, June). Some reflections. Technological Horizons in Education Journal, 24, 8–12. Spradley, J.P. (1979). The ethnographic interview. New York: Holt, Rinehart & Winston. Tolmie, A. (2001). Examining learning in relation to the contexts of use of ICT. Journal of computer assisted learning, 17(3), 235-241. Read More