Or it may confirm Garrison Keillor's observation about the upper Midwest—"everyone is above average.". We expected that it would be increasingly necessary for faculty to use technology in order to appeal to this generation of students. Students appear to be slower developing adequate skills in using information technology in support of their academic activities, which limits technology's current value to the institution. This decrease was mainly the result of fewer people using them, demonstrated by the fact that the proportion of adults who had visited a library in the previous 12 months fell by 10.2%. Students' Overall Experience Using a Course Management System. Classroom management (convenience) scored highest, followed by improved learning. Students with lower GPAs preferred classes using technology equally with those students with higher GPAs, with the exception of students with the highest grade point averages (3.51–4.00), who modestly preferred less technology in the classroom. More than 81 percent of students had access to broadband service, either through commercial or university sources, while 18.5 percent used modems. The highest scores were given to improved communications, followed by factors related to the management of classroom activities. Previous experience with the use of technology in the classroom, Perceived levels of skill using computers by the respondents, (a) Marc Prensky, "Digital Natives, Digital Immigrants, Part I,", Jason Frand, "The Information-Age Mindset: Changes in Students and Implications for Higher Education,". When interviewed, students reported making heavy use of a computer for communication, but that was secondary to their use of the computer for schoolwork. Student and faculty use of instructional technology is more limited than is often portrayed. Fully 80.3 percent said that tracking grades improved their ability to manage their classroom activities as well, when combining the percentage of students who said that the course management system improved class management and both improved class management and learning. Higher education's investment in learning technology may be paying less than optimal returns because students and faculty often lack the appropriate skills or motivation to use it effectively. It’s clear that fewer people use libraries than in the past. Never is it a panacea." Similarly, while open access content, digitisation programmes and e-book subscriptions may mean that a public library is not the only place to read books and newspapers, people still enjoy the experience of physical books and value the space to escape, study and learn. In the eight years since Hooker's proclamation, information technology has continued its inexorable penetration into myriad aspects of work, education, and recreation, including activities that our students and faculty hold dear. I primarily use information technology in courses to improve the presentation of my work. Student Perceptions of Benefits from Using IT in the Classroom. We expected to find that the Net Generation student prefers classes that use technology. Negative perceptions were minimal. Women spend more time communicating. What we found was that many necessary skills had to be learned at the college or university and that the motivation for doing so was very much tied to the requirements of the curriculum. Some complacency may have occurred because of the belief that Net Gen students require less training with technology. Note that students could only select one response, so more than 12.7 percent may have felt learning was improved, but it was not ranked highest. The percentage of students who have used a course management system has increased dramatically since they were first introduced. The invention of moveable type enhanced, nearly immediately, access to published information and reduced the time needed to produce new publications. In the qualitative interviews, students indicated a need for a more consistent approach to course management system use. Used properly, they have the potential to greatly improve student access to information and to communicate with their instructors, enhance the quality of learning, and increase learning productivity. Course management systems offer a number of features in support of learning and course administration. This likely reflects the deliberate design of the curriculum to use a laptop extensively. We found that the highest computer use was in support of academic activities and that presentation software was driven primarily by the requirements of the students' major and the curriculum. Personal digital assistants (PDAs) were owned by only 11.9 percent overall, with male students more likely to own a PDA than female students. Recognizing this dynamic, the National Research Council in 1999 defined technology fluency,4 and our research is premised upon their definition. Men, and especially the youngest men in our sample, were more likely to spend more hours playing computer games, surfing the Net, and downloading music. This student described how he was trying to get rid of some of the viruses on his computer and somehow deleted the driver for his sound card. Forty-five percent of the students surveyed reported living on campus. They rated themselves least skilled on graphics (mean = 2.45), creating Web pages (mean = 2.17), and creating and editing audio and video (mean = 2.07). The interactive features least used by faculty were the features that students indicated contributed the most to their learning. Students used the computer approximately 2–5 hours a week for writing documents, surfing the Internet for pleasure, e-mailing, using instant messaging, using an electronic device at work or downloading/listening to music or videos. Ninety-five percent of the respondents were members of the "Millennial" generation. Explore professional development opportunities to advance your knowledge and career. The scale for this question was 1 = very negative, 2 = negative, 3 = neutral, 4 = positive, 5 = very positive. It’s impossible to tell from the statistics whether the fall in use was caused by the closure 337 libraries, or if the closures came as a result of the fall in use. They are seen as an asset to communities, offering a calm, quiet, neutral space, where anyone can access information for work or leisure.

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