Proposal Title

University Student Choices Ranking Technologies Value to Their Learning

Proposal Abstract

This poster presentation will report the results of data collected through a survey providing a list of 37 contemporary technologies and the processes of use they invoke in which respondents indicated "the extent to which it [a specific technology and process of use] has helped you to learn.” Students at three different locations were surveyed in the winter and spring of 2014 to reach an average n of 350.

Respondents also were asked questions addressing their meta-awareness of how technologies affect their learning with findings indicating very high levels of meta-cognition of technologies value to learning, adding credence to the rankings. The technologies and processes were also categorized as learning with technology or learning from technology. This was designed to measure learning in a constructivist manner (learning with technology for creating or producing) as opposed to a didactic manner (learning from technology by reading or viewing prepared resources).

Analysis will also include discussion of how technology facilitates students as independent learners as well as offer data to faculty on how they may craft assignments utilizing technologies that students report have higher value to their learning.

Location

Rooms 113 & 115

Publication Type and Release Option

Presentation (Open Access)

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Mar 26th, 5:00 PM Mar 26th, 6:00 PM

University Student Choices Ranking Technologies Value to Their Learning

Rooms 113 & 115

This poster presentation will report the results of data collected through a survey providing a list of 37 contemporary technologies and the processes of use they invoke in which respondents indicated "the extent to which it [a specific technology and process of use] has helped you to learn.” Students at three different locations were surveyed in the winter and spring of 2014 to reach an average n of 350.

Respondents also were asked questions addressing their meta-awareness of how technologies affect their learning with findings indicating very high levels of meta-cognition of technologies value to learning, adding credence to the rankings. The technologies and processes were also categorized as learning with technology or learning from technology. This was designed to measure learning in a constructivist manner (learning with technology for creating or producing) as opposed to a didactic manner (learning from technology by reading or viewing prepared resources).

Analysis will also include discussion of how technology facilitates students as independent learners as well as offer data to faculty on how they may craft assignments utilizing technologies that students report have higher value to their learning.