involvement, and healthy lifestyles Jason Champagne Wright State University

Transcription

1 Students Technology Use 1 Running head: STUDENTS TECHNOLOGY USE Analysis of Students technology use and its effects on peer relationships, academic involvement, and healthy lifestyles Jason Champagne Wright State University

2 Students Technology Use 2 Abstract As technology continues to grow by leaps and bounds, its impact on society as whole and education specifically continues to be questioned. Institutions of higher learning are compelled to examine how technology and its use impact student performance at both the academic and social level. As new research suggest, this complicated issue shows technology s use for academic and social purposes has both advantages and disadvantages and it will be up to individuals within universities to determine how best to integrate technology into the dynamic campus environment.

3 Students Technology Use 3 Today s college students have access to a myriad of technology that could have only been dreamt of a few short years ago. Technologies such as , blogs, cell phones, personal digital assistants (PDAs), and gaming communities have created an environment where personal contact is no longer needed in order for students to communicate with each other. In fact, in today s technology driven society conveniences such as tele-commuting and on-line purchasing have made it possible to perform all the functions necessary to maintain one s existence without ever leaving the home. However, as this technology has invaded every day life, some have begun to question whether we are becoming more isolated from each other and whether or not this new technology is actually improving quality of life. Some could claim that on-line social networks such as Facebook and blog sites allow more introverted people to express themselves in ways that they may not normally. In addition, it could be surmised that these groups allow people to easily find others with common interests and thus provide greater opportunities for interaction among a more diverse group of people. That said, it could also be argued that these groups add to social isolation as defined by personal, face-to-face contact with other individuals. These technological walls can also be used to create on-line personas which may be very different from an individual s true personality. In that case, how valuable then are technologies in creating environments where people can interact on a truly personal level? Furthermore, in the case of education, can these technologies actually act as a hindrance to student s academic and personal growth? In recent study, Lloyd, Dean, and Cooper (2007) attempted to answer questions related to college students technology use and their social and educational growth. By studying how students use a variety technologies, including the internet, blogs, video games, and cell phones,

4 Students Technology Use 4 the authors were able to determine that the type of technology used and how it was used played a significant role in a student s academic performance and social growth. The authors examined the uses and effects of technology based not only on a general college population but by gender and race as well. Lloyd, Dean and Cooper (2007) did find several correlations between academic and personal growth and students use of technology in addition to a connection between the extent to which technology is used and the afore mentioned success. The authors found that students who spent a large amount of time engaged in activities that provided only one-way communication, such as playing video games, watching DVD s or listening to an ipod, were less involved in their academic life and had a less healthy lifestyle in general. Indeed, Bugeja (2007) discovered that technology was becoming as much a distraction in the classroom as a tool (p. C1). By contrast, Lloyd, Dean, and Cooper (2007) found that students utilizing technology for academics and tended to have higher levels of academic involvement. According to George D. Kuh (as cited in Young, 2003) technology improved student engagements based on the fact that eighty percent of college professors require students to use the internet for assignments while 62 percent of students used to clarify assignments. As for social development, students who relied on technologies such as Facebook as their primary means of interaction showed signs of stunted growth in developing relationships with peers, according to Lloyd, Dean, and Cooper (2007). Their study indicated that students using technology as a substitute for direct contact were unable to create relationships as fully as direct contact allowed. According to Kubey, Lavin, and Barrow (2001), incoming freshmen students

5 Students Technology Use 5 keep in touch with high school friends by forming listservs which may impact their initial social involvement in their new college environment. Lloyd, Dean and Cooper (2007) found that when students use technology primarily for academic purposes, they tended to be more involved in their academic life. By contrast, the authors discovered that students who use technology as a substitute for personal contact and interaction tended to be less involved in their academic pursuits. Similar findings by Kubey, Lavin, and Barrow (2001) indicated that academic performance is often negatively impacted by internet use as students who stayed up late using the internet reported feeling tired the next day or skipping class altogether. Lloyd, Dean and Cooper (2007) conclude that students technology habits can have a direct effect on their academic success, personal relationships and wellness (p. 492). In addition to the general college population, Lloyd, Dean and Cooper (2007) also studied the impact of technology on college students by gender and race. They discovered that men are more likely than women to use technology for academic and gaming purposes whereas women where more likely than men to use technology for social reasons. In addition, students of color, who had been perceived as having limited experience with technology and thus less comfort with technology, were actually found to use technology in a variety of ways, often at a higher rate than their Caucasian peers (Lloyd, Dean & Cooper, 2007). Finally, Lloyd, Dean and Cooper (2007) addressed the belief held by some college personnel that technology is advantageous to student learning. The authors suggested that universities take great care in the implementation and use of emerging technologies and understand that technology can be both supportive and harmful to student success (Lloyd, Dean and Cooper, 2007, p. 493). However, the need for appropriate technology must be addressed by

6 Students Technology Use 6 universities. Bugeja (2007) uncovered this issue by discovering that high school students rate a university s technology as more important than its rigor and reputation when making enrollment decisions.

7 Students Technology Use 7 Bugeja, M.J. (2007) Facing the Facebook: Unless we reassess our high-tech priorities, issues of student insensitivity, indiscretion, and fabrication will consume us [Electronic version]. The Chronicle of Higher Education, (52)21, C1. Kubey, R.W., Lavin, M.J., & Barrow, J.R. (2001, June) Internet use and collegiate academic performance decrement: Early findings [Electronic version]. Journal of Communication, Lloyd, J.M., Dean, L.A., & Cooper, D.L. (2007). Students technology use and its effects on peer relationships, academic involvement, and healthy lifestyles [Electronic version]. NASPA Journal, (44)3, Young, J.R. (2003) Student 'engagement' in learning varies significantly by major, survey finds [Electronic version]. The Chronicle of Higher Education, 50(12), A37.