About Digital Footprints
nearly all college students (98%) who own a device have used it for school and a majority of these students (53%) read eTextbooks frequently. Further, 90% of college students say they save time studying with technology -- including mobile devices, digital textbooks, eReaders and tablets.
technology has become a significant part of students' everyday lives with the average using three devices daily. A majority (67%) can't go more than one hour without using some sort of digital technology, with 40% not lasting more than 10 minutes.
Only 5% of students say textbooks are the most important item in their bag and a majority of students say they are more likely to bring a laptop (51%) than a print textbook (39%) to class. Digital devices also allow for on-the-go reference to information with 79% of college students reporting they have done a quick search on a mobile device or tablet to verify something right before a test or a quiz.
68% of college students who save time using technology report saving two hours or more each day and nearly one in six students (14%) saving five hours or more. Further, nearly 3 in 5 students (58%) report that they frequently are unable to complete required reading in time for class and of those, a majority (51%) said they would be more likely to do so if they had digital textbooks that could be accessed on a mobile device, eReader, laptop or tablet.
58% of students reporting they have taken an online course, motivated primarily by being able to take the class on their own time (63%), not having to physically be in a class (48%) and being able to learn at their own pace (47%). Even traditional brick and mortar classes, though, are incorporating online elements, creating increasingly hybrid experiences. Nearly all (96%) college students have had online components to a course: a majority of students (79%) have submitted assignments or papers online and 71% have taken online tests and quizzes.
communication between faculty and students is becoming more social with nearly one in five (18%) students having received materials from their professor via Facebook. Professors are also relying more on technology for delivering class announcements and assignments: 84% of students have had professors post a class syllabus online and 78% of students have received class news and updates from their professors via campus systems, such as learning management systems or student portals.
A recent nationwide survey by JogNog.com Reveals that 93% of teachers would assign online games in class if the subject matter matched their curriculum. The caveat for a majority of these teachers, however, is that they feel their schools have too few computers or tablets for their students to use digital learning tools effectively.
The study also reveals that while teachers see see broad applicability for digital learning across all subjects, digital learning is still in its infancy. 35% of teachers do not use any digital learning tools.
According to Cathy N. Davidson, co-director of the annual MacArthur Foundation Digital Media and Learning Competitions, fully 65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet.
Pundits may be asking if the Internet is bad for our children’s mental development, but the better question is whether the form of learning and knowledge-making we are instilling in our children is useful to their future.”
Online blogs directed at peers exhibit fewer typographical and factual errors, less plagiarism, and generally better, more elegant and persuasive prose than classroom assignments by the same writers.”
The new classroom should teach the huge array of complex skills that come under the heading of digital literacy. And it should make students accountable on the Web, where they should regularly be aiming, from grade-school on, to contribute to a wide range of wiki projects.
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