The net generation and digital natives: implications for higher education

Executive Summary "Our students have changed radically. Today�s students are no longer the people our educational system was designed to teach." (Prensky 2001 p1) 1. There is no evidence that there is a single new generation of young students entering Higher Education and the terms Net Generation and Digital Native do not capture the processes of change that are taking place. 2. The complex changes that are taking place in the student body have an age related component that is most obvious with the newest waves of technology. Prominent amongst these are the uses made of social networking sites (e.g. Facebook), uploading and manipulation of multimedia (e.g. YouTube) and the use of handheld devices to access the mobile Internet. 3. Demographic factors interact with age to pattern students� responses to new technologies. The most important of these are gender, mode of study (distance or place-based) and the international or home status of the student. 4. The gap between students and their teachers is not fixed, nor is the gulf so large that it cannot be bridged. In many ways the relationship is determined by the requirements teachers place upon their students to make use of new technologies and the way teachers integrate new technologies in their courses. There is little evidence that students enter university with demands for new technologies that teachers and universities cannot meet. 5. Students persistently report that they prefer moderate use of Information and Communication Technologies (ICT) in their courses. Care should be taken with this finding because the interpretation of what is �moderate� use of ICT may be changing as a range of new technologies take off and become embedded in social life and universities. 6. Universities should be confident in the provision of what might seem to be basic services. Students appreciate and make use of the foundational infrastructure for learning, even where this is often criticised as being an out of date and unimaginative use of new technology. Virtual Learning Environments (Learning or Course Management Systems) are used widely and seem to be well regarded. The provision by university libraries of online services, including the provision of online e-journals and e-books, are also positively received. 7. Students do not naturally make extensive use of many of the most discussed new technologies such as Blogs, Wikis and 3D Virtual Worlds. The use of 3D Virtual Worlds is notably low amongst students. The use of Wikis and Blogs is relatively low overall, but use does vary between different contexts, including national and regional contexts. Students who are required to use these technologies in their courses are unlikely to reject them and low use does not imply that they are inappropriate for educational use. The key point being made is that there is not a natural demand amongst students that teaching staff and universities should feel obliged to satisfy. 8. There is no obvious or consistent demand from students for changes to pedagogy at university (e.g. demands for team and group working). There may be good reasons why teachers and universities wish to revise their approaches to teaching and learning, or may wish to introduce new ways of working. Students will respond positively to changes in teaching and learning strategies that are well conceived, well explained and properly embedded in courses and degree programmes. However there is no evidence of a pent-up demand amongst students for changes in pedagogy or of a demand for greater collaboration. 9. There is no evidence of a consistent demand from students for the provision of highly individualised or personal university services. The development of university infrastructures, such as new kinds of learning environments (for example Personal Learning Environments) should be choices about the kinds of provision that the university wishes to make and not a response to general statements about what a new generation of students are demanding. 10. Advice derived from generational arguments should not be used by government and government agencies to promote changes in university structure designed to accommodate a Net Generation of Digital Natives. The evidence indicates that young students do not form a generational cohort and they do not express consistent or generationally organised demands. A key finding of this review is that political choices should be made explicit and not disguised by arguments about generational change

Online victimization: A report on the nation’s youth.

The Internet is an exciting new territory for many young people. Nearly 24 million youth ages 10 through 17 were online regularly in 1999, and millions more are expected to join them shortly. They go there to Iearn, play, meet people, and explore the world. But stories from law-enforcement officials, parents, and young people themselves suggest that not every online adventure is a happy one. The Internet has a seamier side that young people seem to he encountering with great frequency. This national survey confirms many of the stories. Large numbers of young people are encountering sexual solicitations they did not want, sexual material they did not seek, and people who threatened and harassed them in a variety of ways. While many are able to glide past these encounters as mere litter on the information super highway, some experience them as real collisions with a reality they did not expect and were distressed to find. Some of these young people report being upset and afraid in the wake of their encounters and have elevated symptoms of stress and depression. This report describes the variety of disconcerting experiences young lnternet users say they have online and ways they react. It also provides a window into how families and young people are addressing matters of danger and protection on the Internet. Some of the news is reassuring. At the same time, it suggests that the seamy side of the Internet spills into the lives of an uncomfortably large number of youth and relatively few families or young people do much about it. It highlights a great need for private and public initiatives to raise awareness and provide solutions. Nothing in this report contradicts the increasingly well-documented fact that youth and their families are excited about the Internet and its possibilities. They are voting for the Internet with their fingers and pocket books, even as they are aware of some of its drawbacks. But because it is destined to play such an important role in the lives of those growing up today, the question of how to temper some of the drawbacks of this revolutionary medium is worthy of thorough consideration now at the dawn of its development

Manufacturing Polarization: The Role Of The Internet In Corporate Media And Opinion Formation

The primary concern of this thesis is tracing and articulating the political consequences of the Internet as applied to the formation of public opinion. This thesis will present a critical interpretation of a larger theoretical problem while concentrating on two related empirical cases. The broad question that this thesis will ultimately address is this: how, and to what extent has the Internet provided a new platform for the continued ideological hegemony of the American elite? Can an empiric relation be drawn between the rise of Internet-based technologies and contemporary political polarization in public opinion? How has the digital market for media affected the content as well as the production of the news? By reevaluating two lead accounts of news media production and opinion formation, this thesis will argue that the market forces of the digital environment have pushed the American people to the political extremes, which has provided the elite with an unexpected opportunity to further solidify their philosophy as the dominant American ideology. In addressing this argument, this thesis will also explore an unexpected commonality between two different political scientists, Noam Chomsky and John Zaller, in which their two different models actually work to complement one another’s broader conclusions

Services, Systems and Policies Shaping Community Mobility for People with Mobility Impairments: A Case Study from Northern Iceland

Community mobility, or the act of moving around within the community, can be thought of as an occupation, but also as a means to occupation, because it is essential for people to have opportunities to participate in society. People with mobility impairments do not have the same opportunities as other people to move around because of multiple challenges in the environment. This research aimed to enhance understanding of how services, systems and policies shape community mobility of people with mobility impairments in the town of Akureyri in northern Iceland. This dissertation further raises awareness about human rights, occupational rights and occupational justice issues regarding the relationship between these infrastructure factors and community mobility for this group. Case study methodology was used, which includes using multiple methods for data collection. Two focus group interviews were conducted with people with mobility impairments, and one with service providers working within the disability sector. Based on findings from these focus groups, two policy areas were identified that are essential to support community mobility, that is transportation services and accessibility. Those policy areas were then explored further with a review of publicly available policy documents. The overall findings of this case study highlight key areas that could improve community mobility of people with mobility impairments if taken into consideration in all policy development in Iceland. Those areas are regarding (1) Users’ involvement in policy development; (2) Clarity and consistency of policy texts; (3) Monitoring of the system as a whole; and (4) Occupational right and justice values in policies. The findings indicate that current policies are not sufficiently congruent with the United Nations’ Convention on the Rights of Persons with Disabilities, and people with mobility impairments are subject to occupational injustices and violation of occupational rights, which originates at the system level. This work points to the need to reconsider the way policies are developed and has implications not only for people with mobility impairments, but also policy makers, service providers, and researchers in the field

Effects of Stereoscopic 3D Digital Radar Displays on Air Traffic Controller Performance

Air traffic controllers are responsible for directing air traffic based upon decisions made from traffic activity depicted on 2Dimensional (2D) radar displays. Controllers must identify aircraft and detect potential conflicts while simultaneously developing and executing plans of action to ensure safe separation is maintained. With a nearly 100% increase in traffic expected within the next decade (FAA, 2012a), controllers\u27 abilities to rapidly interpret spacing and maintain awareness for longer durations with increased workload will become increasingly imperative to safety. The current display design spatially depicts an aircraft\u27s position relative to the controller\u27s airspace as well as speed, altitude, and direction in textual form which requires deciphering and arithmetic to determine vertical separation. Since vertical separation is as imperative to flight safety as lateral separation, affording the controller an intuitive design for determining spacing without mental model creation is critical to reducing controller workload, and increasing awareness and efficiency. To examine this potential, a stereoscopic radar workstation simulator was developed and field-tested with 35 USAF controllers. It presented a view similar to traditional radar displays, (i.e. top-down), however, it depicted altitude through the use of 3D stereoscopic disparity, permitting vertical separation to be visually represented

Successful Projects - What Makes Them Work? A Cross-National Analysis

[Excerpt] This cross national analysis is based on national studies made by research teams in India, Kenya, Romania and South Africa. It aims to draw out the lessons learnt from successful social development processes in these countries. In each country, studies have been made of projects identified as interesting, successful and/or outstanding in the way they have improved the quality of life of people with intellectual disabilities. In national reports, the respective teams have made their own national conclusions. This comparative report briefly describes the national studies. It then continues with a cross national analysis attempting to identify circumstances or factors that are common to these successful projects. Finally, the report summarises the conclusions and their implications. We hope that the findings presented in the report will be used as inspiration in future planning, implementation and funding of projects aiming at improving life conditions of groups that are marginalised in society. Chapter 1 and 2, describing the research process and the national reports have been written by Annika and Lennart Nilsson. Anders Gustavsson and Johans Sandvin are responsible for the cross national analysis in chapter 3 to 7. The conclusions and implications in chapter 8 have been written jointly. The study has been commissioned by Inclusion International and financed by the Swedish International Development Agency (Sida)

Neuroeconomics: How Neuroscience Can Inform Economics

Neuroeconomics uses knowledge about brain mechanisms to inform economic analysis, and roots economics in biology. It opens up the "black box" of the brain, much as organizational economics adds detail to the theory of the firm. Neuroscientists use many tools— including brain imaging, behavior of patients with localized brain lesions, animal behavior, and recording single neuron activity. The key insight for economics is that the brain is composed of multiple systems which interact. Controlled systems ("executive function") interrupt automatic ones. Emotions and cognition both guide decisions. Just as prices and allocations emerge from the interaction of two processes—supply and demand— individual decisions can be modeled as the result of two (or more) processes interacting. Indeed, "dual-process" models of this sort are better rooted in neuroscientific fact, and more empirically accurate, than single-process models (such as utility-maximization). We discuss how brain evidence complicates standard assumptions about basic preference, to include homeostasis and other kinds of state-dependence. We also discuss applications to intertemporal choice, risk and decision making, and game theory. Intertemporal choice appears to be domain-specific and heavily influenced by emotion. The simplified ß-d of quasi-hyperbolic discounting is supported by activation in distinct regions of limbic and cortical systems. In risky decision, imaging data tentatively support the idea that gains and losses are coded separately, and that ambiguity is distinct from risk, because it activates fear and discomfort regions. (Ironically, lesion patients who do not receive fear signals in prefrontal cortex are "rationally" neutral toward ambiguity.) Game theory studies show the effect of brain regions implicated in "theory of mind", correlates of strategic skill, and effects of hormones and other biological variables. Finally, economics can contribute to neuroscience because simple rational-choice models are useful for understanding highly-evolved behavior like motor actions that earn rewards, and Bayesian integration of sensorimotor information

Principals\u27 Leadership Styles and Their Impact on School Climate: Assistant Principals\u27 Perceptions

The primary focus of this study is to explore the perceptions of assistant principals as to how their principals\u27 leadership styles impact school climate. A school\u27s climate plays a vital role in student achievement and principals are the most important factor in setting a setting a school\u27s climate. Therefore, principals\u27 leadership behaviors warrant investigating. This qualitative study identified principal leadership styles through the perceptions of their assistant principals. Interactive interviews were conducted with selected assistant principals in the XYZ School System. Their responses were analyzed, themed and coded to draw a connection between principal leadership style and school climate. These findings can be used in leadership training to familiarize current and aspiring principals with leadership attributes that could positively impact school climate as well as student achievement. Chapter One provided an introduction and summary of the study. Chapter Two provided a background of the relevant literature that is associated with various aspects of leadership and school climate. Chapter Three provided information on methodology procedures used to answer the research questions. Chapter Four provided a report of the data and analysis which includes detailed demographic information. Chapter Five provided a discussion of the findings and implications of the study