SURVEY OF STUDENT USAGE OF DIGITAL TECHNOLOGY: TEACHING IMPLICATIONS

Abstract

The increase of digital technologies has led to the “digital age.” In 2000, just over 33 percent of U.S. college students owned cell phones; as of the fall 2004, nearly 90 percent owned cell phones [5]. The most popular gadgets today in addition to cell phones include iPods, tablet PCs, and personal digital assistants (PDA). The huge popularity of cell phones among students has caused some educational institutions to give out hand-held devices to their students in hopes of piggybacking on the success of this phenomenon. Duke University’s high profile iPod program is a perfect example of one university’s effort to incorporate technology into learning and has received both positive and negative publicity. There are many capabilities that digital technologies have already brought to the classroom. But according to some, computing and communication technology has been implemented rather slowly into our schools for a variety of reasons [3]. But with the many affordable digital technologies available today, will this change? With the growth of so many handheld technologies, are there “new” benefits that educators need to be utilizing? Can we utilize these technologies to expand learning opportunities or as a learning tool in the classroom? Undergraduate students were surveyed to determine what digital technologies they use most to aid in determining what digital technologies could/should be taught and/or utilized in the business education and information systems curricula. In addition, identifying what resources are available, if any, to guide or direct the use of digital technologies in the classroom and/or curriculum will be addressed.