Digital Mismatch: Expectations and Realities of Digital Competency amongst Pre-Service Education Students

Autor/in	Duncan-Howell, Jennifer
Titel	Digital Mismatch: Expectations and Realities of Digital Competency amongst Pre-Service Education Students
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 5, S.827-840 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Preservice Teacher Education; Foreign Countries; Undergraduate Students; Internet; Preservice Teachers; Case Studies; Information Technology; Technology Uses in Education; Educational Technology; Higher Education; College Faculty; Learner Engagement; Electronic Learning; Outcomes of Education; Grouping (Instructional Purposes); College Bound Students; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Ausland; Case study; Fallstudie; Case Study; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lernleistung; Schulerfolg; Grouping; Gruppenbildung; Australien
Abstract	Pre-service education students entering university can be categorised broadly into two distinct groups, those who are coming directly from secondary school and those who are not. The second group can be quite diverse, ranging in age, academic and/or work experience. However, what both of these groups share is a "digital expectation" and they expect upon completion of their studies to be more digitally fluent than when they entered university, they expect to be taught via a range of digital technologies and they expect to use their digital skills throughout their personal and professional lives. These expectations have been either largely ignored or have failed to be understood by universities, resulting in a mismatch between student expectations and their experiences. However, the teaching staff within universities may be ill-prepared to meet these demands, either due to being non-users or exhibiting the same or lower levels of digital fluency as their students. The mismatch between student expectations and the reality is highlighted by an empirical case study involving undergraduate students enrolled in pre-service education degrees at an Australian university. The study will present clear evidence that students' digital expectancy should be considered when planning and improving learning environments. (Contains 3 figures.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10