Understanding web activity patterns among teachers, students and teacher candidates. (14th June 2017)

• Record Type: Journal Article
• Authors: Kimmons, R.; Clark, B.; Lim, M.
• Is Part Of: Journal of computer assisted learning. Volume 33:Number 6(2017:Dec.)
• Page Start: 588
• Page End: 596
• Publication Date: 2017-06-14
• Subjects: classroom technologies -- digital participation divides -- social media; Computer-assisted instruction -- Periodicals; 371.334
• DOI: 10.1111/jcal.12202
• Languages: English
• ISSNs: 0266-4909

Abstract

Abstract: This study sought to understand generational and role differences in web usage of teachers, teacher candidates and K–12 students in a state in the USA ( n = 2261). The researchers employed unique methods, which included using a custom‐built persistent web browser to track user behaviours free of self‐report, self‐selection and perception bias. Results revealed that all three groups utilized a variety of resources daily, but with some noticeable differences. For instance, (1) teachers and teacher candidates used the Internet on school devices much more than students; (2) they accessed general, multimedia, search, entertainment, shopping and social resources at a higher rate than students; (3) students visited a higher proportion of educational websites than their teachers; and (4) teachers visited a higher proportion of search pages than teacher candidates. Results may be useful for researchers (1) to better understand generational differences between groups; (2) to expand educational technology research to better include non‐pedagogical support tools for educators; and (3) to serve as a counterpoint for self‐report data on web resource frequency of use, which may provide different results. Lay Description: Accepted Information Generational differences in technology use are referenced in the literature but may not be empirically substantiated. Students use a limited range of digital technologies. Personal technology use does not easily transfer to academic technology use. Contributions of This Paper Persistent tracking of participant web activities may be more robust than previous research strategies. Differences in teacher and student Internet use reflect an educational emphasis for students and a non‐educational emphasis for teachers. Differences in teacher and college student Internet use may have little to do with generational differences. Implications for Practice and/or Policy Sweeping generational generalizations should be interrogated for empirical accuracy. Common self‐reporting techniques should be counterbalanced with (or challenged by) alternative empirical methods. Studies of educational uses of Internet resources should expand to non‐pedagogical/non‐content resources (e.g., shopping, social and multimedia).