In Support of Student Academic Success with Technology: The Student View

Susan L. Miertschin; Barbara Louise Stewart; Carole E. Goodson

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Conference: 2017 ASEE Annual Conference & Exposition
Location: Columbus, Ohio
Publication Date: June 24, 2017
Start Date: June 24, 2017
End Date: June 28, 2017
Conference Session: Computing Technology Session 2
Tagged Division: Computers in Education
Page Count: 18
DOI: 10.18260/1-2--28500
Permanent URL: https://peer.asee.org/28500
Download Count: 631

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Paper Authors

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Susan L. Miertschin University of Houston, College of Technology (MERGED MEMBERSHIP WITH COE)

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Susan L. Miertschin, M.Ed., M.S.I.S., is an Associate Professor teaching in the Computer Information Systems program at University of Houston. Her teaching interests are in the areas of (1) information systems applications development and the complementary nature of back-end developer and front-end developer skill sets and (2) managing IT services. Her research interests are program and student assessment, the impact of instructional technology on student learning, and the improvement of e-learning environments and experiences.

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Barbara Louise Stewart University of Houston

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Barbara L. Stewart is a Professor of Retailing and Consumer Science at the University of Houston. Her teaching and research interests are in the application of strategies to improve student learning and life enhancement in online courses. She has served as an academic administrator and in leadership positions for numerous professional organizations.

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Carole E. Goodson University of Houston (CoT)

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Carole Goodson is a Professor of Technology at the University of Houston. As an active member of ASEE, she is a member of the Academy of Fellows, a past Editor of the Journal of Engineering Technology, a past Chair of PIC IV and the ERM Division, and a past Chair of the Gulf Southwest Section of ASEE.

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Abstract

In Digital Natives, Digital Immigrants, Prensky stated that today’s students “represent the first generations to grow up with the new technology.”[1] These students “have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age.” Concurrently, course design centering on technology seems to be increasingly central in the education process. The US Department of Education reported that, “Used to support both teaching and learning, technology infuses classrooms with digital learning tools, … course offerings, experiences, and learning materials; …this technology infusion builds 21st century skills; increases student engagement and motivation; and accelerates learning.“ [2]

Increased use of technology by students has expanded opportunities to enhance student success. Today’s students are technologically literate as indicated by their ownership and extensive use of technological devices. As reported in the 13th annual College Explorer survey, “Technology is facilitating academic chores.” They noted that college students own on average 6.9 technology devices per student. [3] The PEW Research Center, reported that at least 93% of college students are home broadband users,” compared to the national adult average of 66%. [4] Furthermore students own multiple gadgets at high rates as compared with the overall adult population. Specifically, “Undergraduate and graduate students are more likely than both community college students and college-aged non-students to own a laptop computer and an iPod or other mp3 player. College students are much more likely than the overall cell phone owner in the population to use the Internet on their mobile phones.”[4]

With all these devices available to them, today’s students are interested in appropriate use of technology in their classes. A survey conducted by Educause found that college students have “a moderate preference” for technology in the classroom. [5] Additionally, a report from the International Society for Technology in Education, proclaimed that “In using technology for instruction and learning, students gain more than just knowledge in core subject areas — they also acquire skills necessary to be productive and competitive” in the workplace and other settings.[6]

The authors conducted a recent survey that addressed technology use in the classroom. They found that students are more actively involved in courses that use technology. The students also had a perspective on how instructors can use technology to support their success. The intent of the current study was to explore the use of technology in the classroom from a student perspective; specifically how instructors can design and use technology to ensure that it contributes to the student’s academic success. Using the results of a survey of 256 students and related literature, the current study explored and addressed issues such as the following. • What course features do students see as important to their success in a class? Does student preference for particular course features vary based on the course format? • What technologies are preferred in course delivery? • How can instructors promote and develop student success through technology and course design features’?

Results of the research are presented with implications for course delivery.

References 1. Prensky, Marc, "Digital Natives, Digital Immigrants, Part I," On the Horizon, vol. 9, no. 5, October 2001. Available from http://www.marcprensky.com/writing/. 2. US Department of Education, “Use of Technology in Teaching and Learning.” Available from http://www.ed.gov/oii-news/use-technology-teaching-and-learning. 3. “Tech-Savvy College Students Are Gathering Gadgets, Saying Yes to Showrooming and Rejecting Second-Screening,” GLOBE NEWSWIRE, June 13, 2013. Available from http://www.globenewswire.com/news-release/2013/06/13/554002/10036312/en/Tech-Savvy-College-Students-Are-Gathering-Gadgets-Saying-Yes-to-Showrooming-and-Rejecting-Second-Screening.html. 4. Smith, Aaron, Lee Rainie and Kathryn Zickuhr, “College Students and Technology,” Pew Research Center, Internet, Science & Tech, July 19, 2011. Available from http://www.pewinternet.org/2011/07/19/college-students-and-technology. 5. Kvavik, Robert B., Convenience, Communications and Control: How Students Use Technology, EDUCAUSE Center for Analysis and Research and University of Minnesota, Twin Cities. Available from http://www.educause.edu/research-and-publications/books/educating-net-generation/convenience-communications-and-control-how-students-use-technology. 6. ISTE Policy Brief, “Technology and Student Achievement— The Indelible Link.” Available from http://computerexplorers.com/Student-Achievement-Brief.pdf.

Citation
Format

Miertschin, S. L., & Stewart, B. L., & Goodson, C. E. (2017, June), In Support of Student Academic Success with Technology: The Student View Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28500

TY - CPAPER
AB - In Digital Natives, Digital Immigrants, Prensky stated that today’s students “represent the first generations to grow up with the new technology.”[1] These students “have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age.” Concurrently, course design centering on technology seems to be increasingly central in the education process. The US Department of Education reported that, “Used to support both teaching and learning, technology infuses classrooms with digital learning tools, … course offerings, experiences, and learning materials; …this technology infusion builds 21st century skills; increases student engagement and motivation; and accelerates learning.“ [2]

Increased use of technology by students has expanded opportunities to enhance student success. Today’s students are technologically literate as indicated by their ownership and extensive use of technological devices. As reported in the 13th annual College Explorer survey, “Technology is facilitating academic chores.” They noted that college students own on average 6.9 technology devices per student. [3] The PEW Research Center, reported that at least 93% of college students are home broadband users,” compared to the national adult average of 66%. [4] Furthermore students own multiple gadgets at high rates as compared with the overall adult population. Specifically, “Undergraduate and graduate students are more likely than both community college students and college-aged non-students to own a laptop computer and an iPod or other mp3 player. College students are much more likely than the overall cell phone owner in the population to use the Internet on their mobile phones.”[4]

With all these devices available to them, today’s students are interested in appropriate use of technology in their classes. A survey conducted by Educause found that college students have “a moderate preference” for technology in the classroom. [5] Additionally, a report from the International Society for Technology in Education, proclaimed that “In using technology for instruction and learning, students gain more than just knowledge in core subject areas — they also acquire skills necessary to be productive and competitive” in the workplace and other settings.[6]

The authors conducted a recent survey that addressed technology use in the classroom. They found that students are more actively involved in courses that use technology. The students also had a perspective on how instructors can use technology to support their success. The intent of the current study was to explore the use of technology in the classroom from a student perspective; specifically how instructors can design and use technology to ensure that it contributes to the student’s academic success. Using the results of a survey of 256 students and related literature, the current study explored and addressed issues such as the following.
• What course features do students see as important to their success in a class? Does student preference for particular course features vary based on the course format?
• What technologies are preferred in course delivery?
• How can instructors promote and develop student success through technology and course design features’?

Results of the research are presented with implications for course delivery.

References
1. Prensky, Marc, &quot;Digital Natives, Digital Immigrants, Part I,&quot; On the Horizon, vol. 9, no. 5, October 2001. Available from http://www.marcprensky.com/writing/.
2. US Department of Education, “Use of Technology in Teaching and Learning.” Available from http://www.ed.gov/oii-news/use-technology-teaching-and-learning.
3. “Tech-Savvy College Students Are Gathering Gadgets, Saying Yes to Showrooming and Rejecting Second-Screening,” GLOBE NEWSWIRE, June 13, 2013. Available from http://www.globenewswire.com/news-release/2013/06/13/554002/10036312/en/Tech-Savvy-College-Students-Are-Gathering-Gadgets-Saying-Yes-to-Showrooming-and-Rejecting-Second-Screening.html.
4. Smith, Aaron, Lee Rainie and Kathryn Zickuhr, “College Students and Technology,” Pew Research Center, Internet, Science &amp; Tech, July 19, 2011. Available from http://www.pewinternet.org/2011/07/19/college-students-and-technology.
5. Kvavik, Robert B., Convenience, Communications and Control: How Students Use Technology, EDUCAUSE Center for Analysis and Research and University of Minnesota, Twin Cities. Available from http://www.educause.edu/research-and-publications/books/educating-net-generation/convenience-communications-and-control-how-students-use-technology.
6. ISTE Policy Brief, “Technology and Student Achievement— The Indelible Link.” Available from http://computerexplorers.com/Student-Achievement-Brief.pdf.

AU - Susan L. Miertschin
AU - Barbara Louise Stewart
AU - Carole E. Goodson
CY - Columbus, Ohio
DA - 2017/06/24
PB - ASEE Conferences
TI - In Support of Student Academic Success with Technology: The Student View
UR - https://peer.asee.org/28500
DO - 10.18260/1-2--28500
ER -