Revisiting the Digital Divide(s): Technology-Enhanced English Language Practices at a University in Pakistan

Autor/inn/en	Rashid, Shaista; Cunningham, Una; Watson, Kevin; Howard, Jocelyn
Titel	Revisiting the Digital Divide(s): Technology-Enhanced English Language Practices at a University in Pakistan
Quelle	In: Australian Journal of Applied Linguistics, 1 (2018) 2, S.64-86 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Information Technology; Technology Integration; Learning Processes; Undergraduate Students; Student Attitudes; Telecommunications; Handheld Devices; Gender Differences; Majors (Students); Language of Instruction; Computer Use; Technological Literacy; Pakistan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Informationstechnologie; Learning process; Lernprozess; Schülerverhalten; Telekommunikationstechnik; Geschlechterkonflikt; Teaching language; Unterrichtssprache; Technisches Wissen
Abstract	With the rapid penetration of technology in the lives of students, it has become important for educators to look for opportunities to enhance students' engagement and achievement by integrating technology in education. However, deciding which technologies should be included is a big challenge for higher education institutes, particularly in developing countries with limited financial resources, such as Pakistan. As students' non-educational use of technologies shapes their academic use of technology and learning process (Swanson & Walker, 2015), integrating students' preferred technologies can help fulfil their educational needs and expectations. This paper investigates the digital practices of undergraduate students in a public university in Pakistan and examines the impact of gender, study major and medium of education on the use of digital devices by students. The data is drawn from 316 responses to an online survey, administered online. The results of the study reveal that although a substantial proportion of the students had access to digital tools such as smartphones and computers, there was limited use of them for educational purposes. The technology most extensively accessed by undergraduate students for this purpose was mobile phones. Use of university-provided computers and bringing their own computers/laptops to campus were much less popular choices. Further, most students were not sufficiently comfortable with their digital skills to use their devices for educational purposes, although many were interested in getting training in how they could do this. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01