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The net generation are not big users of Web 2.0 technologies: Preliminary findings
Gregor Kennedy Biomedical Multimedia Unit, The University of Melbourne Barney Dalgarno, Faculty of Education, Charles Sturt University Kathleen Gray, Terry Judd, Jenny Waycott Biomedical MultimediaExpand
Implementing Web 2.0 technologies in higher education: A collective case study
This paper presents evaluation findings from a collective case study of six Web 2.0 implementations in Australian higher education. Expand
Understanding students' perceptions of the benefits of online social networking use for teaching and learning
This paper focuses on students' experiences with using OSN for student-student and student-lecturer interactions. Expand
Digital divides? Student and staff perceptions of information and communication technologies
This paper reports qualitative findings from a study that investigated Australian university staff and students' perceptions and use of current and emerging technologies both in their daily lives and in teaching and learning contexts. Expand
Beyond natives and immigrants: exploring types of net generation students
We identified four distinct types of technology users: power users ( 14% of sample), ordinary users (27%), irregular users (14%) and basic users (45%). Expand
Older adults as digital content producers
We present a unique field study in which seven older adults (aged 71-92 years), who did not know each other, used a prototype iPad application (Enmesh) to create and share photographs and messages. Expand
Educating the Net Generation - A Handbook of Findings for Practice and Policy. http://www.netgen.unimelb.edu.au/
It has been widely suggested, and in some respects accepted, that a so-called Net Generation of students is passing through [Australia's] universities. Born roughly between 1980 and 1994 theseExpand
Worth it? Findings from a study of how academics assess students' Web 2.0 activities
We conducted a survey of academics’ assessment of students’ Web 2.0 activities in Australian universities and found that this form of assessment is being conducted by a small number of academics, in a range of fields of study, but mainly in Humanities and Social Sciences. Expand
Towards a task model for mobile learning: a dialectical approach
Our approach to understanding mobile learning begins by describing a dialectical approach to the development and presentation of a task model using the socio-cognitive engineering design method. Expand
Students' experiences with PDAs for reading course materials
This paper describes a study that evaluated the use of PDAs for reading by students on a Masters course run by the UK Open University. Expand