24/7 Connectedness and its Potential Impact on Today’s Physics Students: Technology Use, Multitasking, and GenMe
DOI:
https://doi.org/10.3991/ijep.v8i2.8138Keywords:
Digital age, millennials, multitasking, student learning in physicsAbstract
There is no question that the digital age is upon us. For many of us, the trans-formation to the digital age has been gradual; and, most often, welcomed. In the classroom, we have developed many useful and innovative applications technolo-gy-based pedagogies. Outside of the classroom, we use routinely rely on tech-nology to communicate with our students. However, not all of us grew up with 24/7 access to information that the internet and today’s technologies provide. Perhaps the impact of technology on those of us that teach is a bit different from the impact on our students. Many of our students today are members of the mil-lennial generation, which is sometimes referred to as Generation Me (GenMe). Members of GenMe have literally grown up with technology and the instantane-ous availability of information right at their fingertips. Computers, smart phones, iPads, and other technologies offer their users immediate access to information. Might these technologies be seen as a significant distraction to whatever the task at hand might be? Could these distractions be to blame for the perception of many in GenMe that they must multitask in order to get everything done? Might instant access to information be casting a cloud on student learning? If so, does this cloud have a silver lining? This paper addresses these and other questions through the use of a survey given to students in a second-level physics course in spring 2016. Results reveal that nearly all students feel the need to maintain this 24/7 connection using their smart phones. The impact that this level of connect-edness may have on our students will be discussed.
Downloads
Published
How to Cite
Issue
Section
License
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.
This journal has been awarded the SPARC Europe Seal for Open Access Journals (What's this?)