Digital students in a book-oriented school: Students' perceptions of school and the usability of digital technology in schools

Yifat Ben David Kolikant*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

Today's students were born into a world of digital technology. We investigated the impact of computers and the Internet on the learning preferences of students whose schools do not use this technology in class, specifically, (a) the usability they attributed to the technology for tasks requiring the processing of information; and (b) their attitude towards the technology in relation to their attitude towards the type of learning used in school. Our focus was the history class. To this end, surveys were filled out by three different classes that do not use computers in school: one in a high school that advocates beyond-information activities and two in information-focused public (i.e., state) schools-a high school and a middle school. These attitudes were found to be negatively correlated with the legitimacy ascribed to the form of learning used in school. Specifically, the two public-school classes used digital technology in the belief that they knew better than their teacher how to pursue a school information-focused agenda, whereas the third class legitimized the form of learning used in school. In neither case, however, was there any indication of a fertile human-computer partnership, envisioned as the desired form of learning for the digital age.

Original languageAmerican English
Pages (from-to)131-143
Number of pages13
JournalEducational Technology and Society
Volume12
Issue number2
StatePublished - Apr 2009

Keywords

  • Forms of learning
  • Human-computer intellectual partnership
  • Learning resources
  • Usability

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