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Currently, there is a generation of students who are often referred to as Net Generation in point of making choice and agency. Such learners have been dealing with digital and network technologies throughout their lives and come to the university already trained in a wide variety of practices related to technology and learning. In advanced countries, powerful computers can be found at work, homes, educational institutions, and public places such as Internet cafes and libraries. At the same time, the use of technology and social media by students for learning is closely related to the requirements of the university and course. While most of these technologies are not difficult for them to apply, some skill levels are developed by students during their professional training.
At present, universities use the virtual learning environment (VLE) in the learning process. Jones and Healing (2010) in their research, confirm that student choices are not a direct response to universally available technologies but rather to local infrastructure and technology use requirements as outlined in course projects. Apart from it, the sense of the positive value of VLE influences their option of sources in private life. Students use the university’s advice regarding the reliability of various available sources of information, including Google and Wikipedia. Despite the functionality of the services, they take into consideration the institutional training requirements and guidance of mentors and teachers through endorsements or negative reviews of the credibility of sources.
The institute also influences students’ use of social media during their studies. They are not inactive concerning distractions, while their strategies instance how the course objectives, which require attention and concentration, are opposed to the desire to use social networks (Jones & Healing, 2010). They adopt strategies to deal with the effect of abstraction of working with communication technologies. It is used by the students to help them focus on their work. As a consequence, the conditions which learners face, to some degree, are the result of a collection agency in which the university acts as an agent.
Native Skills and Confidence
Access to technology is not a problem for students, while those provided by the university are not considered overly difficult or troublesome to use. Learners reported that university use of technology was initially associated with confusion or surprise at a large number of it; however, few of them thought it led to long-term learning to apply it (Jones & Healing, 2010). Nevertheless, in practice, students’ confidence is associated with a cursory acquaintance with various web services and common computer programs. While using more specialized software at university, such as spreadsheets, this confidence is lacking. Thus, students do not naturally develop the skills required of them through general exposure to new technologies. Therefore, skill levels are created by students not only before admission but also during the vocational training at the university.
To summarize, students’ use of technology for learning is closely related to course requirements, and some skill levels are developed by students and during vocational training at the university. VLE’s sense of positive value influences their privacy sourcing choices. At the same time, students’ confidence is generally associated with an acquaintance with various widespread computer programs and web services. Apart from it, they adopt strategies to deal with the effect of abstraction of working with communication technologies. The conditions which learners face are the consequence of a collective agency, while the university performs the role of agent.
Jones, C., & Healing, G. (2010). Net generation students: agency and choice and the new technologies. Journal of Computer Assisted Learning, 26(5), 344-356. Web.