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Exploring the opportunities and challenges of the digital world for early childhood services with vulnerable children
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Revisiting the digital divide(s): Technology-enhanced English language practices at a university in Pakistan
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Abstract:
With the rapid penetration of technology in the lives of students, it has become important for educators to look for opportunities to enhance students’ engagement and achievement by integrating technology in education. However, deciding which technologies should be included is a big challenge for higher education institutes, particularly in developing countries with limited financial resources, such as Pakistan. As students’ non-educational use of technologies shapes their academic use of technology and learning process (Swanson & Walker, 2015), integrating students’ preferred technologies can help fulfil their educational needs and expectations. This paper investigates the digital practices of undergraduate students in a public university in Pakistan and examines the impact of gender, study major and medium of education on the use of digital devices by students. The data is drawn from 316 responses to an online survey, administered online. The results of the study reveal that although a substantial proportion of the students had access to digital tools such as smartphones and computers, there was limited use of them for educational purposes. The technology most extensively accessed by undergraduate students for this purpose was mobile phones. Use of university-provided computers and bringing their own computers/laptops to campus were much less popular choices. Further, most students were not sufficiently comfortable with their digital skills to use their devices for educational purposes, although many were interested in getting training in how they could do this.
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Keyword:
communication and culture::4703 - Language studies::470306 - English as a second language; communication and culture::4704 - Linguistics::470401 - Applied linguistics and educational linguistics; digital divide; digital practices; Fields of Research::39 - Education::3904 - Specialist studies in education::390405 - Educational technology and computing; Fields of Research::47 - Language; learner training; mobile-assisted language learning; smartphones; technology-enhanced language learning
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URL: https://doi.org/10.29140/ajal.v1n2.7
http://hdl.handle.net/10092/16079
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Language, Ethnicity, and Belonging for the Children of Migrants in New Zealand
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Languages seen are languages used: The linguistic landscapes of early childhood centres
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Young bilinguals in Christchurch, New Zealand
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Cunningham, U.; King, J.. - : University of Canterbury. School of Teacher Education, 2016. : University of Canterbury. Aotahi School of Māori and Indigenous Studies, 2016. : University of Canterbury. New Zealand Institute of Language, Brain & Behaviour, 2016
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Language Pedagogy and Non-transience in the Flipped Classroom
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Cunningham, U.. - : University of Canterbury. School of Teacher Education, 2016
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Teenage bilinguals in Christchurch: Intergenerational transmission of minority languages
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Factors affecting parental decisions on passing a heritage language to NZ-born children
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Cunningham, U.; King, J.. - : University of Canterbury. New Zealand Institute of Language, Brain & Behaviour, 2015. : University of Canterbury. School of Teacher Education, 2015. : University of Canterbury. Aotahi School of Maori and Indigenous Studies, 2015
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The Intergenerational Transmission of Minority Languages Project
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King, J.; Cunningham, U.. - : University of Canterbury. New Zealand Institute of Language, Brain & Behaviour, 2015. : University of Canterbury. School of Teacher Education, 2015. : University of Canterbury. Aotahi School of Maori and Indigenous Studies, 2015
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Intergenerational transmission of minority languages in New Zealand
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A monolingual future? Intergenerational transmission of minority languages in New Zealand
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Cunningham, U.; King, J.. - : University of Canterbury. Aotahi School of Maori and Indigenous Studies, 2014. : University of Canterbury. New Zealand Institute of Language, Brain & Behaviour, 2014. : University of Canterbury. School of Teacher Education, 2014
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Pass it on! Encouraging intergenerational language transmission
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Can you hear me, Hanoi? Compensatory mechanisms employed in synchronous netbased English language learning
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