The Challenges of Constant Connectivity

In my previous post I highlighted Neil Selwyn's EDMEDIA debate presentation in which he argued that too much of the social media in education discourse is happening within an "ed tech bubble". He referred to the "self-contained, self- referencing and self-defining nature of the debate" and he called for a broader discussion with people outside "the bubble".

I'm not sure if Sherry Turkle would be considered outside the ed tech community but she is certainly somebody who brings a refreshingly thoughtful perspective on the issues related to the use and impact of digital technologies.

Here is an edited version of an interview she gave for the excellent PBS series, Digital Nation, in which she talks about the challenges of constant connectivity and argues for a more considered approach to digital technologies that recognizes that we are in the early days of learning how to use these technologies and understanding their impact.


"I don’t really care what technology wants. It’s up to people to develop technologies, see what affordances the technology has. Very often these affordances tap into our vulnerabilities. I would feel bereft if, because technology wants us to read short, simple stories, we bequeath to our children a world of short, simple stories. What technology makes easy is not always what nurtures the human spirit."

Read: Digital Demands: The Challenges of Constant Connectivity

Social Media and Education

Neil Selwyn has written an excellent critique of the view that social media is having a postive impact on education. The Educational Significance of Social Media - A Critical Perspective is Selwyn's presentation at an ED MEDIA 2010 debate on the motion: "that the use of social media and networking is contributing to the attainment of significant educational goals in ways that suggest even more powerful future impact."

Selwyn argues that the social media discourse is "driven by belief, speculation, anecdote and personal experience rather than recourse to actual evidence."  He takes aim at a central part of the net gen discourse: the view that "digital natives" are actively engaged with social media, not just as passive consumers but active contributors. "The majority of people who do use social media are perhaps best termed as ‘non-active users’ – passively downloading content rather than engaging in any meaningful acts of creation or sharing."


He concludes by highlighting what I think is one of key problems with the ed tech/social media field today, the fact that too much of our discourse is self-referential and self-congratulatory, happening in an "Ed-Tech bubble." He says "we need to stop talking amongst ourselves, and start talking to those people outside of the educational technology community who do not usually engage in such discussions. One of the obvious limitations to current enthusiasms for social media is the self-contained, self- referencing and self-defining nature of the debate. These are generally conversations that only ever take place between groups of social media-using educators – usually using social media to talk about the educational benefits of social media. Outside of the narrow ‘Ed-Tech bubble’ very few people are engaging with these discussions. We therefore need to ... stimulate a new phase of discussion, dialogue and conversation about what social media is – and what social media could be – with everyone involved in education."

Other work by Neil Selwyn:
Adult Learning in the Digital Age: Information Technology and the Learning Society
The Digital Native: Myth and Reality

What's the Big Deal?

That's often a question I get asked about our research around the net gen and how learners are using new technologies for social and educational purposes. The implication being that it really doesn't matter if this net gen thing is overhyped and not very accurate. Well, here is an example of why it does matter.

The University of Missouri appears to have grounded its new online learning initiative on the misguided and ill-informed view that all learners in the net gen age group are technology addicts who constantly multitask, communicate digitally and want to use these technologies in their learning. "That's how they learn. That's how they think," says Steven Graham, senior associate vice president for academic affairs at the University of Missouri. Well, actually, it's not, at least not all of them. In fact we know very little about the impact of digital technologies on thinking and learning. What we do know is that all the credible research suggests this isn't a generational issue and that viewing it in those terms hides more important differences. There is a fair amount of survey data on student preferences for technology in learning and it tends to show that, in general, they prefer a moderate amount and face-to-face teaching is the preferred mode. As an example, the 2009 ECAR Study of Undergraduate Students and Information Technology concludes that students, "are more likely to describe themselves in terms of mainstream adoption of technology, and they consistently report that they prefer only a moderate amount of IT when it comes to their courses."

Despite that the University of Missouri is spending nearly half a million dollars to develop 124 new online courses because that's what they think students want.

That's why this is such a big deal.

Small Study Finds Gap between Educational and Informal Use

Only 29 students were surveyed in this study by Swapna Kumar so we have to be cautious about the results. The undergraduate education students at a large private university were asked about their perspectives on Web 2.0. technologies, specifically about their informal and educational use of these technologies.

The results confirm other studies that show that technology use is multifaceted and that we need to look more deeply at how the technology is being used. Like other studies, this study found students consumed far than they produced with technology. In other words they were primarily passive users of the technology and not making full use of the affordances of Web 2.0 technologies.

On the other hand, Kumar's finding contradicted other studies in finding that the students were able to transfer their personal expertise with the technologies to the academic context:

"the qualitative data summarized earlier in this paper reveal that students in this group use Instant Messenger when completing assignments, and Google Docs for archiving and group work, even if their professors are unfamiliar with Google Docs. They suggested innovative and relevant ways in which online videos, podcasts, and wikis can enhance their educational experience in contrast to research reported by Caruso and Kvavik (2005) and Kennedy et al. (2008). Students’ voluntary descriptions of how these resources have been used in courses that they have attended, as well as their enthusiastic suggestions, signify their interest in the use of new technologies in higher education."

But as Kumar points out, this interest in the academic use of the technology may have been driven by the students' interest in teaching and the fact they were enrolled in an educational foundations course. As we have said, the context is critical.

New Study Debunks Digital Native Myth...or does it?

One of my critiques of the net gen discourse is that it has been fuelled in large part by non-academic research. Many of the claims emerge from proprietary studies that have not been vetted through the academic peer review process. The authors of these studies are not required to disclose important details such as methodology, funding sources, and potential conflicts of interest. Without this kind of detail it is difficult to assess the quality of the research and the validity of the findings. Despite this, the conclusions are disseminated far and wide using social media and soon become entrenched.

Well, we have a new study that purports to show that digital natives aren't as technologically savvy as people like Tapscott and Presnky would have us believe. Our research certainly supports this conclusion but the trouble with this new study is that:
a) it was conducted by a private consulting company, Cengage Learning so, as far as I know, there was no requirement for peer review;
b) only very limited methodological details have been publically released.

Despite that, the headline that is appearing in the blogosphere is something like "Digital Native Myth Debunked". If we look at the data that this conclusion appears to be based on, it is pretty thin: "65 per cent of instructors think students are tech savvy when it comes to using digital tools in the classroom. Conversely, only 42 per cent of students believe there is enough support for educational technology, evidence of a perception gap in how adept students are versus how savvy they are presumed to be." Hardly myth-debunking evidence. What is more troubling is all we know about this study is that data was collected via a survey of 765 students and 308 instructors. We don't know where these instructors and students were, what the response rate was, how they were selected or what the actual survey questions are.

Six Reasons to be Skeptical

Six reasons to be skeptical of the Net Gen discourse:

1. It exaggerates the gaps between adults and youth.
According to Henry Jenkins, adults are "seen as fumbling and hopelessly out of touch, and youth, seen as masterful". This encourages adults to feel helpless, and justifies "their decision not to know and not to care what happens to young people as they move into the on-line world." Ultimately it disempowers adults.

2. It hides more important intra-generational differences.
According to Reeves & Oh, research shows that "generational differences are weak as a researchable variable. " It also shows that differences in how learners use technology is often greater within an age cohort than it is between and that treating net generation learners as a homogeneous groups ignores these important differences. See Pedro (2009) and Kennedy et al. (2007) and (2008).

3. It ignores potentially important socio-economic and cultural differences.
Almost of all the claims about the net generation are based on observations of middle and upper class north American youth.

4. It ignores important second level digital divides.
By promoting the stereotype that all youth are sophisticated users of digital technology, the net gen discourse overlooks the inequalities in the capacity to use technology, skills and competencies required and information literacies. According to Thompson (2009)"Without attention to these potential second level digital divides, gaps and inequalities may widen over time despite concerted efforts to provide access to ICT"

5. It is based on unfounded assumptions about current approaches to teaching.
One of the key themes of the net generation discourse is that the current educational paradigm does not adequately deal with the needs of the net generation. The argument is that we need to move away from the current transmission mode of teaching to a more student-centered, interactive and collaborative mode. While there may still be a lot of this style of teaching, most public school education at the K-12 level moved away from the transmission mode over 20 years ago. In higher education we see the widespread use of case-based, problem-based, inquiry-based and experiential learning approaches.

6. The evidence doesn't support most of the key Net Gen claims.
Almost all of the claims of the net gen discourse are in popular media and if they are based on research, it is proprietary and full methodological details are not provided. All of the sound research that refutes the claims is published in scholarly journals and has been subject to peer review.

Researching the Net Generation: Separating Fact from Fiction

Elluminate Live presentation: March 17, 10 am PDT
Mark Bullen, Tannis Morgan, Adnan Qayyum

http://elluminate.nait.ca/join_meeting.html?meetingId=1261533799686

Description

Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no significant generational differences in how learners say they use ICTs or their perceived behavioural characteristics. The results of this investigation add to a growing body of research that calls into question the prevailing net generation discourse that argues that generation can be used to explain the use of ICTs in higher education. This presentation will review and analyze the key net generation claims and the growing body of empirical research that contradicts the popular view of the net generation learners as being sophisticated users of digital technologies with unique needs.

Is Generation Really Relevant?

Norm Friesen has weighed in on the question of generation and education with his blog posting, Generations and Educational Change. In it he argues that the generation is not a very useful construct, at least in the way that is used in the popular discourse around the net generation. Drawing the work of Karl Mannheim, Friesen says, "as a sociological category, a generation is only one of a number of ways in which a society is layered, stratified or differentiated. Other forms of differentiation include race, gender and class. Of these, generation as a category is generally considered as providing the weakest basis for differentiation." He also quotes Reeves & Oh who conclude: "Generational differences are weak as a researchable variable in a manner similar to learning styles.." (p.303)

Friesen goes further in undermining the value of generation by pointing out that the coherence of generation is usually defined in terms of “a collective response to a traumatic event or catastrophe --like the 9/11 attacks" (Edmunds & Turner, 2002, p. 12). As Friesen say, "by comparison, the adoption of new media technologies (occurring at different rates for different classes, genders and nationalities) is not characterized by the cultural force or distinctiveness of an event such as an attack or disaster."

So I was surprised that, after dismissing generation as useful construct, Friesen concludes, "Tapscott and others are right to identify the issue of generations as highly relevant to education, but they are wrong to focus only on one generation in isolation from others and from the sociology of generations generally."

There is a growing body of excellent research that suggest quite clearly that generation is not the issue. Friesen refers to some of this in his blog posting but there is much more. As Reeves & Oh conclude:

"The bottom line on generational differences is that educational technology researchers should treat this variable as failing to meet the rigor of definition and measurement required for robust individual differences variables. The gross generalizations based on weak survey research and the speculations of profit-oriented consultants should be treated with extreme caution in a research and development context. (p. 303)

Edmunds, J. & Turner, B. (2002). Generations, Culture and Society. Buckingham: Open University Press.

Mannheim, K. (1953). The problem of generations. In Mannheim, K. (Ed.). Essays on the Sociology of Knowledge. London: Routledge Kegan Paul.(see: http://learningspaces.org/n/files/mannheim.pdf)

Reeves, T. C., & Oh, E. J. (2008). Generation differences and educational technology research. In J. M. Spector, M. D. Merrill, J. J. G. van Merrienboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed.). Mahwah, NJ: Lawrence Erlbaum. Pp. 295-303.

German Study Casts Doubt on Net Gen Claims

Research out of Germany that investigated students’ use of Internet services, media types and e-learning preferences has concluded that the "vast army of internet-enthusiasts" that" was expected to descend upon the universities" has not yet appeared.

In a chapter in Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native, edited by Martin Ebner and Mandy Schiefner, Rolf Schulmeister says his results are "sobering for anyone – deceived by the steep rise of user numbers in Web 2.0 Communities – who assumed that a new era of university education was dawning with the rise of interactive environments." One of his key conclusions is consistent with the findings of our research that shows that students are very pragmatic and instrumental in their use of ICTs. It has "become apparent that education is not the primary purpose of media use and that there is no transfer from extensive computer experience to learning."

Read the Students, Internet, E-Learning and Web 2.0.

New Study Highlights Superficiality of Digital Native Concept

One of our main criticisms of the digital native or net generation discourse is that presents a simplistic and superficial picture of an entire generation and ignores the complexity of technology use and its relationship to context. Eszter Hargittai has published an interesting study that reveals some of this complexity and provides compelling evidence for why we need to take a more nuanced approach to research in this area. Hargittai's study concludes that the premise that the net generation are universally knowledgeable about the web is not supported by the data, "rather, we observe systematic variation in online know-how even among a highly wired group of young adults based on user background...Overall, the results of this study show support for the importance of taking a more nuanced approach to studying the relationship of Internet use to social inequality. Far from being simply dependent on mere access, systematic differences are present in how people incorporate digital media into their lives even when we control for basic connectivity. Moreover, these differences hold even among a group of college students, precisely the type of population that popular rhetoric assumes to be universally wired and digitally savvy. These assumptions are not supported by the evidence, however.

Read the full article.

Abstract

People who have grown up with digital media are often assumed to be universally savvy with information and communication technologies. Such assumptions are rarely grounded in empirical evidence, however. This article draws on unique data with information about a diverse group of young adults’ Internet uses and skills to suggest that even when controlling for Internet access and experiences, people differ in their online abilities and activities. Additionally, findings suggest that Internet know-how is not randomly distributed among the population, rather, higher levels of parental education, being a male, and being white or Asian American are associated with higher levels of Web-use skill. These user characteristics are also related to the extent to which young adults engage in diverse types of online activities. Moreover, skill itself is positively associated with types of uses. Overall, these findings suggest that even when controlling for basic Internet access, among a group of young adults, socioeconomic status is an important predictor of how people are incorporating the Web into their everyday lives with those from more privileged backgrounds using it in more informed ways for a larger number of activities.