翻译《03 网络世代对技术和学习的期待》

Technology and Learning Expectations of the Net Generation

网络世代对技术和学习的期待

Gregory R. Roberts

格利高里·罗伯茨

University of Pittsburgh–Johnstown

匹兹堡-约翰斯敦大学

© Gregory R. Roberts

版权所有(R)格利高里·罗伯茨

Introduction

前言

I am a member of the Net Generation. The Internet and related technologies have had a major influence on my generation's culture and development. Many, if not most, Net Generation students have never known a world without computers, the World Wide Web, highly interactive video games, and cellular phones. For a significant number, instant messaging has surpassed the telephone and electronic mail as the primary form of communication. It is not unusual for Net Geners to multitask using all three communication methods at once, while still surfing the Web and watching television.

我是一名网络世代。互联网及相关技术对我们这一代人的文化和发展有着重大影响。多数，即便不是绝大多数，网络世代学生从未想过世界上可以没有计算机，万维网、高度互动的电子游戏、手机。对于相当数量的人，实时通讯，已经超过电话和电子邮件，成为首要交流形式。网络世代同时使用这三种交流方式，并不罕见，而且还同时上网和看电视。

Higher education often talks about the Net Generation's expectations for the use of technology in their learning environments. However, few efforts have been made to directly engage students in a dialogue about how they would like to see faculty and their institutions use technology to help students learn more effectively. Through a series of interviews, polls, focus groups, and casual conversations with other students, I gained a general understanding of the Net Generation's views on technology and learning.¹

高等教育常常谈及网络世代对在其学习环境中使用技术的期待。然而，少数人努力直接与学生对话，讨论他们如何看待教师和教育机构利用技术帮助学生学的更有效。通过一系列访谈、调查、小组讨论、与其他学生闲聊，就网络世代对技术和学习的看法，我获得了普遍认识。

Technology Expectations of the Net Generation

网络世代的技术期待

To better understand what the Net Generation expects from technology in support of learning, we must first understand how the Net Generation defines technology. In one-on-one interviews, I asked my fellow students at colleges and universities across the country to complete the sentence, To me, technology is ____________.² The following responses reflect the wide range one would expect from such a broad group; they also provide some common threads that hint at a shared perspective.

为了更好地理解网络世代是如何期待技术支持学习，我们必须首先了解网络世代是如何定义技术的。在一对一的访谈中，我要求全国各地的大学同学填完这句话，对我而言，技术是__________。以下回答反映了人们广泛的期待，人们提供了常见线索暗示着相同的期待。

To me, technology is…

对我而言，技术是：

• "Reformatting my computer system and installing cutting-edge software that allows me to do what I want, when I want, without restrictions, viruses, and the rules of Bill Gates." —Jody Butler, Junior, Idaho State University


• “重新格式化我的计算机系统，安装更先进的软件，做我想做，没有限制，没有病毒，也没有比尔盖茨的规矩。”——爱达荷州州立大学，大三学生，乔迪·巴特勒


• "The ability to adapt and configure an already established program to [something that] benefits me daily, be it customizing WeatherBug to state the weather in my particular region or formatting my cell phone pad to recognize commonly used phrases in text messaging." —Christopher Bourges, Senior, Duke University


• “修改配置已经建立起来的每天能给我带来好处的计划的能力。可以是定制桌面天气，获取本地天气，还可以是编排手机软件，识别出短信常用词汇。”——杜克大学，大四学生，克里斯托弗·布尔日


• "Any software and hardware alike that gives me the power to do what I need to do faster than ancient methods of conducting things, such as e-mailing versus writing, messaging three people versus buying a three-way calling package, digital research versus traveling to a well-stocked library, et cetera." —Lindsey Alexovich, Senior, American University


• “任何可以让我有能力比传统方法做得更快的硬软件，比如电子邮件比于平信，三方短信比于购买三方通话服务，数码研究比于去大图书馆，等等。”——美国大学，大四学生，林赛·亚历克索维奇

These comments reflect two consistent themes that appeared across the range of responses I received from students regarding their views on technology:

在我收集到的学生谈及他们对技术的看法当中，这些意见反映了两个普遍存在的一致主题：

• The definition of technology is not confined to computers or the Internet. Technology is viewed as any electronically based application or piece of equipment that meets a need for access to information or communication.


• 技术的定义不局限于计算机和互联网。技术被认为是可以满足获取信息进行交流的任何电子应用或设备。
  
  


• Customization is central to the definition of technology for Net Geners. Technology is something that adapts to their needs, not something that requires them to change.


• 对于网络世代而言，界定技术的关键是个性化。技术能够适应他们的需求，而不是要求他们做出改变。
  
  

The first theme is reinforced by the results of a poll conducted with 25 students at The Pennsylvania State University, where students were asked to indicate whether they considered a set of applications or hardware to be technology. Overall, the average response to whether Web browsing, instant messaging, and the Internet constitute technology was neutral.³ For Net Geners, technologies that are still considered transformative by their parents' and grandparents' standards (for example, instant messaging) are a basic part of their everyday lives; they are only considered technology in the broadest sense of the term. In light of what these students did not consider technology, their definition of what constitutes technology is fascinating, and it emerged as a third major theme: For the Net Generation, technology is "what's new," and the time between new and old can be quite brief when viewed from a perspective other than the Net Generation's.

在针对宾夕法尼亚州立大学二十五名学生进行的调查结果，强化了第一个主题。要求这些学生指出一组应用或硬件是否是技术。总的来说，一般认为无论网页浏览、实时聊天，还是以互联网为基础的技术，都不是技术。对网络世代而言，那些被父祖辈认为是变革的技术（比如实时聊天），都只是他们日常生活的组成部分。他们只从广义上考虑技术。鉴于这些学生并没有考虑技术是什么，他们对技术组成的定义很有趣，并成为第三大主题：对于网络世代，技术是“有什么新功能”，而且从网络世代以外的观点看去，新旧之间的时间差别可能相当短。

"Everything new and different is automatically technology because it's usually branded as 'hard to understand,'" explained Lauren St. John, a senior at the University of Pittsburgh–Johnstown. "For example, [take] voice over the Internet. This seems like a new concept, but really we've been using this for years. Anyone with a mike on their computer would just press the 'talk' icon on instant messenger and there you have it—voice over the Internet."⁴

匹兹堡-约翰斯敦大学的大四学生劳伦圣约翰解释道：“之所以一切自动化技术都是新的、与众不同的，是因为总是被打上‘难以理解’的标识。比如，通过互联网传输音频。这似乎是新概念，但我们真的已经用了好些年了。任何人的计算机上只要有麦，就可以按下实时聊天工具的‘交谈’按钮，然后就可以了——在线传输音频。”

Together, these three themes pose interesting questions for colleges and universities:

总之，这三个主题向高校提出了有趣的问题：

• How will institutions define and develop technology-enabled learning when students view technology as encompassing a wide range of mobile options beyond the traditional classroom?


• 当学生吧技术视作超越传统课堂的、广泛的机动选择时，教育机构如何定义并开发运用技术的学习？
  
  


• Do student expectations regarding technology and customization constitute a barrier to effective teaching and learning with technology?


• 学生对技术和个性化的期待，是否妨碍了利用技术的有效教育、学习？
  
  


• What does it mean when students consider an institution's "advanced technology" as "so yesterday?"


• 当学生认为某教育机构“技术先进”或者“太落伍了”，意味着什么？
  
  

To address these questions, we have to look at the learning expectations of the Net Generation.

要解决这些问题，我们必须找到网络世代的学习期待。

Learning Expectations of the Net Generation

网络世代的学习期待

The Net Generation's learning expectations begin with the expertise and passion of the faculty member. The following student comments represent the general perspective of students interviewed for this process:⁵

网络世代对学习的期望开始于教师的专业学识和热情。以下学生意见代表了在这活动中受访学生的一般看法：

• "To me, my success in the classroom depends on the teacher. If the teacher is prepared and knowledgeable about their particular field, I know I can expect to learn from their knowledge as well as know what is expected of me." —Joseph Gerocs, Junior, San Diego State University


• “对我而言，我在课堂上的成功取决于教师。如果教师在他们的专门领域准备充分、功底扎实，我相信我能学到知识，也能知道我的目标有多高。”——州立圣迭戈大学，大三学生，约瑟夫·基罗克斯


• "I love when I come back from a class where my professor's knowledge of a particular field is astonishing." —Samuel Bass, Junior, Southwest Missouri State University


• “我很喜欢下课的感觉，我的教授在专门领域的知识令人吃惊。”——西南密苏里州立大学，大三学生，塞缪尔·贝斯


• "It's great when the professor is passionate about the field. They are usually knowledgeable about their field. In turn, that knowledge and passion rubs off on me, and that's my ideal class environment!" —Thomas McMillian, Senior, Texas Tech University


• “教授对自己的领域充满热情，这真是太好了。他们通常了解自己的领域。反过来，这种知识与热情感染了我，这是我理想的课堂环境！”——得克萨斯理工大学，大四学生，托马斯·麦克米兰

These students still view expert faculty members who are committed to teaching as the key ingredient for learning success. However, the data collected for this project also suggest that Net Generation students have high expectations for faculty members' technology knowledge and skill. For example 25 students at the University of Pittsburgh–Johnstown were asked to rate the following three items in terms of their importance to successful learning (scale of 1 as least important to 10 as most important):

这些学生仍然相信，致力于教学的专家教授是学习成功的关键要素。然而，该项目收集的数据也表明，网络世代学生高度期待教师的技术知识和技能。比如，要求匹兹堡-约翰斯敦大学的二十五名学生评价（分数从最不重要的1到最重要的10）以下三项在其成功学习中的重要性：

1. The professor's experience and expertise.


2. 教授的经验和专业知识。
   
   


3. The professor's ability to customize the class using the current technology available (for example, Courseweb, BlackBoard, and so forth).


4. 教授使用当前可用技术（比如Courseweb, BlackBoard 等）设置课堂的能力。
   
   


5. The professor's ability to professionally convey lecture points using contemporary software (for example, PowerPoint).


6. 教授使用通用软件（比如，PowerPoint）表达讲义要点的能力。
   
   

Consistent with the anecdotal results identified above, the highest average score (8 out of 10) went to Option 1; the students view faculty expertise as paramount. However, the average scores for Options 2 (7.64) and 3 (7.68) were barely below that of Option 1. For this group of students, less than a half point separated the importance of the faculty member's general academic expertise from the importance of the ability to use technology effectively to communicate that expertise (Option 3) and customize the learning experience for students (Option 2).⁶

以上调查的结果与传闻相符，选项一得到平均最高分（8分以上）；学生相信教授的专业知识至关重要。然而，选项二的平均分（7.64）和选项三（7.68）略低于选项一。对于这组学生，不到一半能够区分出，教师的一般学术知识的重要性，与有效使用技术表达专业知识的能力的重要性，以及为学生设置学习体验的能力的重要性。

Student expectations regarding technology customization in the classroom are closely linked to faculty knowledge and skill. The Net Generation's views on technology in the classroom include the expectation that professors will use technology to better communicate expert knowledge. Additional feedback indicates that Net Generation students may consider a balanced use of technology in the learning environment essential. For example, members of another group of 25 University of Pittsburgh–Johnstown students were asked to rate their preference for the level of interactivity in the learning environment, with various forms of technology understood as key enablers of interactivity. The options were:

学生对课堂上的技术个性化的期待是与教师的知识和技能密切关联的。网络世代对课堂技术的看法，包括期待教师使用技术更好的表达专业知识。更多的反馈表明，网络世代学生也考虑到在学习环境中，平衡使用技术至关重要。比如，要求匹兹堡-约翰斯敦大学的另一组二十五名学生评价他们对学习环境中互动程度的偏好，以各种形式的技术理解为互动主要因素。选项为：

• 100 percent lecturing


• 百分之百讲授
  
  


• 75 percent lecturing and 25 percent interactive


• 百分之七十五的讲授加上百分之二十五的互动
  
  


• 50 percent lecturing and 50 percent interactive


• 百分之五十的讲授加上百分之五十的互动


• 100 percent interactive


• 百分之百互动

The vote wasn't even close—all 25 students gave the highest rating to a balanced, 50-50 environment.⁷

这甚至都不像投票——所有二十五名学生全都把最高分给了平衡，五五对开环境。

The judicious use of PowerPoint emerged as a commonly cited component of faculty technology use from the student perspective. Victoria Kyes, a sophomore at Middle Tennessee State University, spoke for many members of the Net Generation when she stated, "Using PowerPoint increases a teacher's ability to convey essential information."⁸ Lacy Kniep, a junior at Central Washington University, highlighted that it is the appropriate use of PowerPoint that helps a faculty member improve learning. From her perspective, PowerPoint is

学生期望，教师技术合理构成部分，就是恰如其分的使用演示文稿。维多利亚·凯斯，中田纳西州立大学大二学生，代表网络世代发言，他说：“使用演示文稿提高了教师表达重要信息的能力。”莱西·内普，中央华盛顿大学大三学生，强调，适当使用演示文稿有助于教师改善学习。根据他的观点，演示文稿是：

a software package developed to provide power to a particular point. For example, if I am the professor and I want my students to understand the definition of a distribution channel, I will place various information about distribution channels on a PowerPoint slide to drive home this particular point; however, I would not place my entire course lesson on marketing techniques on every slide.⁹

一个软件包，用来强调具体知识点。比如，如果我是一名教授，我希望我的学生理解销售渠道的定义，我会把销售渠道的各种信息放在一张幻灯片上，好让大家理解这一知识点。然而，我并不会把我整堂营销学的课都放在幻灯片上。

Thus, student views regarding faculty use of PowerPoint help illustrate the Net Generation's desire for the use of technology to support learning, as long as faculty members have the technological—and pedagogical—knowledge and skill necessary to use it appropriately.

因此，学生对于教师使用演示文稿的看法，有助于说明网络世代对于使用技术支持学习的渴望，以及教师拥有适当使用技术——和教学法——的必要知识、技能。

It is interesting to note that the student focus on PowerPoint may signal that the Net Generation still holds relatively modest expectations for what constitutes leading-edge technology in the learning space. For example, none of the students surveyed regarding the important contributors to successful learning pushed back on the identification of BlackBoard as "current technology" and PowerPoint as "contemporary software";¹⁰ however, many people—Net Generation and non-Net Generation alike—might consider those applications as well-established features of the current higher education landscape. It may be that Net Generation students have seen so few examples of advanced technologies applied to learning that those options do not come to mind when they think about teaching and learning with technology. The window of opportunity for colleges and universities to avoid the negative impact of increased expectations may be narrowing, however, as expressed by Nivedita Bangerjee, a junior at the University of Pittsburgh:

值得注意的是，学生关注演示文稿，可能意味着，网络世代对在学习场所使用先进技术，仍然抱有相对温和的期望。比如，在调查有关成功学习重要因素的时候，没有学生质疑BlackBoard 是“最新技术”，演示文稿是“通用软件”这种设定。然而，许多人——网络世代和非网络世代——都会认为这些应用的功能对于当前高等教育而言都是固定的。也许是因为网络世代学生看到高级技术应用到学习当中的例子太少，当他们思考教学技术的时候想不起这些选择。高校避免日益高涨的期望产生负面影响的机会之门正在关闭，然而，正如匹兹堡大学大三学生尼维迪塔·邦娇逸所说：

I love when my profs take us through virtual 3-D programs to help explain a particular topic. As a visual learner in my major [biology], learning through seeing is very useful. With all the programs available in today's age, I think all professors should use technology in the classroom. It will only help drive home key points.¹¹

教授带着我们利用虚拟三维程序解释具体课题，我很喜欢。作为一名生理上的视觉学习者，通过观看进行学习，非常有用。利用现今能用的所有程序，我想所有教授都应该在课堂中使用技术。这样做只能帮助理解重点，不会有副作用。

Conclusion

结论

The views expressed by the Net Generation students interviewed and surveyed for this chapter suggest that the Net Generation defines technology broadly. It is not just computers and the Internet, but whatever digital devices or applications that help a student meet his or her needs. A key component of the Net Generation's definition of technology is customization, or the ability to adapt technology to meet individual needs, rather than vice versa.

本文中访谈和调查的网络世代学生表达的观点，表明了网络世代对技术的定义很宽泛。不仅包括计算机和网络，还包括能够满足学生需求的所有数码设备和应用。网络世代对于技术的定义，关键在于个性化，或者调整技术满足个人需求的能力，而不是相反。

Given the technology expectations of Net Geners, it is no surprise that they may also have significant expectations regarding the use of technology to support learning. However, those expectations appear tied to faculty members and their ability to use technology correctly. In this study, PowerPoint registered as the most common example of faculty use of technology. Students praised PowerPoint's ability to help faculty members convey specific information when used appropriately. On the other hand, they expressed significant frustration with faculty members who simply transferred their lecture notes to PowerPoint slides and expected quality learning to occur.

鉴于网络世代对技术的期望，毫无疑问他们也非常期待运用技术支持学习。然而，这些期待似乎受制于教师及其正确使用技术的能力。在这项研究中，演示文稿是教师使用技术最常见的例子。学生称赞适当运用演示文稿技能可以帮助教师传递具体信息。另一方面，他们对于教师把讲义简单转换成幻灯片，就期待出现高质量学习的做法，表示极度失望。

The feedback from this select set of Net Generation students does contain some good news. It indicates that the Net Generation's general expectations regarding leading-edge technology have not fully impacted its expectations about the use of technology to support learning. This may signal a failure in the responsiveness of colleges and universities in terms of keeping pace with the rapidly changing technological landscape. However, it may also indicate that the opportunity to catch up with the Net Generation has not been lost. Higher education must continue to engage the Net Generation in a dialogue regarding its expectations about technology and learning to assess how wide the window of opportunity may still be, as well as how quickly it may be closing.

所选网络世代学生的反馈确实含有一些好消息。表明了网络世代对先进技术的普遍期望，并未完全影响他们对运用技术支持学习的期望。这可能预示了高校在跟进技术的快速变化方面过于强烈。然而，也可能表明，还有机会赶上网络世代。高等教育必须继续就网络世代对于技术和学习，与网络世代进行对话，以确定还有多少机会，以及机会多快会消失。

Endnotes

尾注

 


1. This research initiative relied on one-on-one interviews (in person and by phone), focus groups, and random polling using the University of Pittsburgh–Johnstown network in late 2004.


2. 本研究依赖于2004年下半年进行的一对一访谈（面谈及电话），小组讨论、利用匹兹堡-约翰斯敦大学网络进行的随机调查。


 


3. This information resulted from two focus groups at the University of Pittsburgh–Johnstown, one in late September 2004 and the other in mid-October 2004.


4. 此条信息来自于匹兹堡-约翰斯敦大学的两个讨论小组，其一发生在2004年九月末，其一发生在2004年十月中旬。


 


5. From a focus group held in late September 2004 at the University of Pittsburgh–Johnstown.


6. 来自于2004年九月末匹兹堡-约翰斯敦大学的一次小组讨论.
   
   


 


7. These quotations came from telephone interviews on October 8, 2004.


8. 这些填空题来自于2004年十月八日的电话访谈。
   
   


 


9. Data from random polling conducted October 8, 2004, using the University of Pittsburgh–Johnstown network; 25 students responded.


10. 数据来自于2004年十月八日进行的随机调查，利用了匹兹堡-约翰斯敦大学网络，25名学生做出回答。


 


11. Data from random polling conducted November 5, 2004, using the University of Pittsburgh–Johnstown network; 25 students responded.


12. 数据来自于2004年十一月五日进行的随机调查，利用了匹兹堡-约翰斯敦大学网络，25名学生做出回答。


 


13. Data from random polling conducted October 8, 2004, using the University of Pittsburgh–Johnstown network; 25 students responded.


14. 数据来自于2004年十月八日进行的随机调查，利用了匹兹堡-约翰斯敦大学网络，25名学生做出回答。


 


15. From a telephone interview with Victoria Keys on October 1, 2004.


16. 来自于2004年十月一日对维多利亚·柯伊斯的电话访谈。


 


17. From a telephone interview with Lacy Kniep on October 1, 2004.


18. 来自于2004年十月一日对莱西·内普的电话访谈。


 


19. From one-on-one interviews on October 11, 2004.


20. 来自于2004年十月十一日的一对一访谈。


 


21. From a one-on-one interview with Nivedita Bangerjee on September 24, 2004.


22. 来自于2004年九月24日与尼维迪塔·邦娇逸的一对一访谈。

About the Author

关于作者

Gregory R. Roberts is the residence director of the Living/Learning Center, a 456-person residence hall at the University of Pittsburgh–Johnstown. He is a senior in business management who has served as president of Chi Lambda Tau Honorary Leadership Fraternity and on the executive board of the Alpha Kappa Psi Professional Business Fraternity, the Student Judicial Board, the Student Council of World Affairs, the Student Senate, and the Academic Integrity Review Board. Roberts has worked as a junior intern program coordinator in the White House Drug Policy Office, strategic team intern at the Department of Defense–Military Traffic Management Command, research intern for the House of Representatives Judiciary Committee, and policy intern for EDUCAUSE. Future plans include a master's in business administration and a doctorate in global studies.

格利高里·罗伯茨，匹兹堡-约翰斯敦大学一幢456人的宿舍楼，生活学习中心的宿管科主任。他是企业管理大四学生，曾任吃烂桃荣誉领导协会主席，并参与过阿卡普赛专业商务联谊会执行委员会，学生司法委员会，学生世界事务理事会，学生会，学术诚信审查委员会。罗伯茨曾在白宫禁毒政策办公室担任初级实习计划协调员，在美国国防部军事交通管理司令部担任战略小组实习生，众议院司法委员会研究实习生，和EDUCAUSE 的政策实习生。未来的计划包括工商管理硕士和全球性研究的博士学位。

http://www.educause.edu/Resources/EducatingtheNetGeneration/TechnologyandLearningExpectati/6056