What do students say about learning with technologies?

This paper outlines findings collected from listening to and analysing the views and expectations of students within Australian education and training institutions about learning with technologies. Students in primary and secondary schools, vocational education and training (VET) institutions, international students studying education in universities, pre-service teacher education students and teachers in their first five years of teaching contributed to a national 'student voice' research project based upon their current experiences and views. Data was collected through online surveys and focus groups. The research design was informed by a literature review, which is available at: http://www.aictec.edu.au/aictec/go/home/priorities/pid/233.

The purposes of this research were:
(a) To gain an improved and contemporary understanding of the expectations and experiences of learners and early career educators, of how information and communication technologies (ICT) may be utilized to improve learning outcomes; and
(b) To develop a better understanding of students’ and educators’ requirements regarding ICT in education and training.

The data collected shows students and early career educators have access to and use a range of technologies for teaching and learning but in particular, computers and the Internet, both within their educational institutions and at home. Access and convenience to computers and the Internet within education and training institutions varied for the different respondent groups, according to specific onsite locations within their educational institutions. In general, more use of the computer and Internet for educational purposes is made by students as they progress through the respective levels of education. Participants indicated they use technologies to research information; for communication and group work activities with other students and educators; for solving problems; presenting assignments; and for reflection, planning and for creative purposes.

All cohorts indicated the importance of high quality teachers who form positive relationships and can construct relevant and engaging learning contexts, with and without technologies. The value of technologies for communication and group work activities was recognised by all cohorts. This paper summarises some of the findings from this research, and highlights some of the challenges facing pre-service teacher educators, in light of the Digital Education Revolution.

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