Challenging Assumptions about IT skills in Higher Education

This paper challenges the idea of 'the digital native' and the subsequent assumption of digital literacy skills amongst higher education students. It offers clear evidence that current student populations come from a wider range of backgrounds than the theory allows for and that the young...

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Autor principal:	Lyn G Farrell
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2013
Materias:	academic skills IT Information Technology digtal native digital native myth student support Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/39484684d97042ba8f9647123f8230f8
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spelling	oai:doaj.org-article:39484684d97042ba8f9647123f8230f82021-11-29T14:03:55ZChallenging Assumptions about IT skills in Higher Education10.47408/jldhe.v0i6.1731759-667Xhttps://doaj.org/article/39484684d97042ba8f9647123f8230f82013-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/173https://doaj.org/toc/1759-667X This paper challenges the idea of 'the digital native' and the subsequent assumption of digital literacy skills amongst higher education students. It offers clear evidence that current student populations come from a wider range of backgrounds than the theory allows for and that the younger student population is also more complex with varying levels of digital literacy experience. It argues that treating students as a homogenous mass is problematic and challenges the idea that generic technology skills are instantly transferable to academic study. The paper concludes with a warning that we are letting down some of our students by the Ã¢â¬ËInformation Technology (IT) barrierÃ¢â¬â¢ within higher education and that we should be focusing on identification of Information Technology (IT) need and IT skills acquisition support rather than assuming it is something students can Ã¢â¬Ëpick up as they go alongÃ¢â¬â¢. This will only happen once IT is given the status of a core academic skill along with maths, information literacy and academic communication. Lyn G FarrellAssociation for Learning Development in Higher Education (ALDinHE)articleacademic skillsITInformation Technologydigtal nativedigital native mythstudent supportTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 6 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic skills IT Information Technology digtal native digital native myth student support Theory and practice of education LB5-3640
spellingShingle	academic skills IT Information Technology digtal native digital native myth student support Theory and practice of education LB5-3640 Lyn G Farrell Challenging Assumptions about IT skills in Higher Education
description	This paper challenges the idea of 'the digital native' and the subsequent assumption of digital literacy skills amongst higher education students. It offers clear evidence that current student populations come from a wider range of backgrounds than the theory allows for and that the younger student population is also more complex with varying levels of digital literacy experience. It argues that treating students as a homogenous mass is problematic and challenges the idea that generic technology skills are instantly transferable to academic study. The paper concludes with a warning that we are letting down some of our students by the Ã¢â¬ËInformation Technology (IT) barrierÃ¢â¬â¢ within higher education and that we should be focusing on identification of Information Technology (IT) need and IT skills acquisition support rather than assuming it is something students can Ã¢â¬Ëpick up as they go alongÃ¢â¬â¢. This will only happen once IT is given the status of a core academic skill along with maths, information literacy and academic communication.
format	article
author	Lyn G Farrell
author_facet	Lyn G Farrell
author_sort	Lyn G Farrell
title	Challenging Assumptions about IT skills in Higher Education
title_short	Challenging Assumptions about IT skills in Higher Education
title_full	Challenging Assumptions about IT skills in Higher Education
title_fullStr	Challenging Assumptions about IT skills in Higher Education
title_full_unstemmed	Challenging Assumptions about IT skills in Higher Education
title_sort	challenging assumptions about it skills in higher education
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2013
url	https://doaj.org/article/39484684d97042ba8f9647123f8230f8
work_keys_str_mv	AT lyngfarrell challengingassumptionsaboutitskillsinhighereducation
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Challenging Assumptions about IT skills in Higher Education

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