an article by Hildegunn Støle (University of Stavanger. Norway) published in First Monday Volume 23 Number 10 (October 2018)
Abstract
This article is concerned with children’s reading development in the important years from when they begin learning to read to the age when the child reaches adequate reading comprehension to read to learn from a variety of texts on diverse subjects. Like any skill, reading skill requires relevant and extensive training.
We have tended to think that children growing up in the digital era get plenty reading training from digital devices and that this is as efficient as reading books was for earlier generations.
Due to this optimism, we have paid too little attention to whether extensive use of digital devices actually provide children with relevant reading training during the important years that efficient reading is developed. The author holds that book reading still has its place in education.
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Showing posts with label digital_natives. Show all posts
Showing posts with label digital_natives. Show all posts
Tuesday, 30 October 2018
Friday, 10 November 2017
Security Awareness of the Digital Natives
an article by Vasileios Gkioulos and Gaute Wangen (Norwegian University of Science & Technology, Gjøvik, Norway),
Sokratis K. Katsikas (Norwegian University of Science & Technology, Gjøvik, Norway and (University of Piraeus, Greece)
and George Kavallieratos and
Panayiotis Kotzanikolaou (University of Piraeus, Greece)
published in Information Volume 8 Issue 2 Article 42 (2017)
Abstract
Young generations make extensive use of mobile devices, such as smartphones, tablets and laptops, while a plethora of security risks associated with such devices are induced by vulnerabilities related to user behavior. Furthermore, the number of security breaches on or via portable devices increases exponentially.
Thus, deploying suitable risk treatments requires the investigation of how the digital natives (young people, born and bred in the digital era) use their mobile devices and their level of security awareness, in order to identify common usage patterns with negative security impact.
In this article, we present the results of a survey performed across a multinational sample of digital natives with distinct backgrounds and levels of competence in terms of security, to identify divergences in user behavior due to regional, educational and other factors.
Our results highlight significant influences on the behavior of digital natives, arising from user confidence, educational background, and parameters related to usability and accessibility. The outcomes of this study justify the need for further analysis of the topic, in order to identify the influence of fine-grained semantics, but also the consolidation of wide and robust user-models.
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Abstract
Young generations make extensive use of mobile devices, such as smartphones, tablets and laptops, while a plethora of security risks associated with such devices are induced by vulnerabilities related to user behavior. Furthermore, the number of security breaches on or via portable devices increases exponentially.
Thus, deploying suitable risk treatments requires the investigation of how the digital natives (young people, born and bred in the digital era) use their mobile devices and their level of security awareness, in order to identify common usage patterns with negative security impact.
In this article, we present the results of a survey performed across a multinational sample of digital natives with distinct backgrounds and levels of competence in terms of security, to identify divergences in user behavior due to regional, educational and other factors.
Our results highlight significant influences on the behavior of digital natives, arising from user confidence, educational background, and parameters related to usability and accessibility. The outcomes of this study justify the need for further analysis of the topic, in order to identify the influence of fine-grained semantics, but also the consolidation of wide and robust user-models.
Full text (HTML)
Tuesday, 12 March 2013
Beneath the ‘Digital Native’ myth: Understanding young Australians’ online time use
an article by Jonathan Smith, Zlatko Skrbis and Mark Western (The University of Queensland, Australia) published in Journal of Sociology Volume 49 Number 1 (March 2013)
Abstract
As young people’s internet use shapes their experiences of education, work and personal relationships, their portrayal as ‘Digital Natives’ suggests that they are invariably better positioned than preceding generations to capitalise on such changes.
Recent debates in internet use research undermine this view.
While acknowledging socio-demographic differences in use, theorists disagree as to whether these reflect disparities in internet access, processes of social stratification, or users’ rational assessment of risks and opportunities.
Incorporating these views, this article develops a framework for investigating differences in academic and social internet use by using data from 6,444 high school students in Queensland, Australia.
The results show that different factors structure students’ entry into these use pathways. Since social use depends on one’s home access context, remote students with poorer access spent less time on this activity, whereas students at independent and Catholic schools were heavier academic users, because they possessed the requisite academic orientation.
Abstract
As young people’s internet use shapes their experiences of education, work and personal relationships, their portrayal as ‘Digital Natives’ suggests that they are invariably better positioned than preceding generations to capitalise on such changes.
Recent debates in internet use research undermine this view.
While acknowledging socio-demographic differences in use, theorists disagree as to whether these reflect disparities in internet access, processes of social stratification, or users’ rational assessment of risks and opportunities.
Incorporating these views, this article develops a framework for investigating differences in academic and social internet use by using data from 6,444 high school students in Queensland, Australia.
The results show that different factors structure students’ entry into these use pathways. Since social use depends on one’s home access context, remote students with poorer access spent less time on this activity, whereas students at independent and Catholic schools were heavier academic users, because they possessed the requisite academic orientation.
Sunday, 24 June 2012
E-learning: ageing workforce versus technology-savvy generation
an article by Karen Becker and Wilhelmina Keijsers (QUT Business School, Queensland University of Technology, Brisbane) and Julie Fleming, (Office of Learning and Teaching, CQ University Australia, Rockhampton) published in Education + Training Volume 54 Issue 5 (2012)
Abstract
Purpose
The purpose of this paper is to provide description and analysis of how a traditional industry is currently using e-learning, and to identify how the potential of e-learning can be realised whilst acknowledging the technological divide between younger and older workers.
Design/methodology/approach
An exploratory qualitative methodology was employed to analyse three key questions:
- How is the Australian rail industry currently using e-learning?
- Are there age-related issues with the current use of e-learning in the rail industry?
- How could e-learning be used in future to engage different generations of learners in the rail industry?
Data were collected in five case organisations from across the Australian rail industry.
Findings
Of the rail organisations interviewed, none believed they were using e-learning to its full potential. The younger, more technologically literate employees are not having their expectations met and therefore retention of younger workers has become an issue. The challenge for learning and development practitioners is balancing the preferences of an ageing workforce with these younger, more “technology-savvy”, learners and the findings highlight some potential ways to begin addressing this balance.
Practical implications
The findings identified the potential for organisations (even those in a traditional industry such as rail) to better utilise e-learning to attract and retain younger workers but also warns against making assumptions about technological competency based on age.
Originality/value
Data were gathered across an industry, and thus this paper takes an industry approach to considering the potential age-related issues with e-learning and the ways it may be used to meet the needs of different generations in the workplace.
Abstract
Purpose
The purpose of this paper is to provide description and analysis of how a traditional industry is currently using e-learning, and to identify how the potential of e-learning can be realised whilst acknowledging the technological divide between younger and older workers.
Design/methodology/approach
An exploratory qualitative methodology was employed to analyse three key questions:
- How is the Australian rail industry currently using e-learning?
- Are there age-related issues with the current use of e-learning in the rail industry?
- How could e-learning be used in future to engage different generations of learners in the rail industry?
Data were collected in five case organisations from across the Australian rail industry.
Findings
Of the rail organisations interviewed, none believed they were using e-learning to its full potential. The younger, more technologically literate employees are not having their expectations met and therefore retention of younger workers has become an issue. The challenge for learning and development practitioners is balancing the preferences of an ageing workforce with these younger, more “technology-savvy”, learners and the findings highlight some potential ways to begin addressing this balance.
Practical implications
The findings identified the potential for organisations (even those in a traditional industry such as rail) to better utilise e-learning to attract and retain younger workers but also warns against making assumptions about technological competency based on age.
Originality/value
Data were gathered across an industry, and thus this paper takes an industry approach to considering the potential age-related issues with e-learning and the ways it may be used to meet the needs of different generations in the workplace.
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