Information Technology Reference
In-Depth Information
relevant modules as refresher training to quickly
obtain the specific knowledge they require.A key
to the success of educational design is a sound
knowledge of the characteristics and needs of
user populations.
Generation X (1965-1979) witnessed the
advent of early technology, high inflation and
high unemployment. Like Generation Y they are
comfortable with using ICT tools with a preference
for e-mail, cell phones and electronic news.
In terms of on-going “refresher” training
requirements the median age for workers in the
human services industry is 43 years (Australian
Government 2008) the “baby boomer” generation
(1945-1964). The “baby boomers” grew up in
the post World War II period that saw increased
prosperity, as well as personal rebellion. They
are typified as requiring clear explanations with
questions answered. Preferred modes of commu-
nication using technology are e-mail, telephone
and answer messages (Martin 2007; Staughton,
2006).
Generally arguments for increased use of tech-
nology in post secondary education are couched in
terms of being “student-centered” and responsive
to the needs of students, particularly the perception
of Generation Y needing greater flexibility. This
is also applied to other generations and popula-
tion groups, particularly those living in rural and
remote locations. These arguments can be quite
persuasive, however academic standards and in-
tegrity can be at risk if they are not also factored
into all decision making concerning increased
use of ICT tools.
There are considerable fiscal savings for gov-
ernment and universities with increased online
teaching and learning, administration and elec-
tronic library resources. Cost-shifting can occur as
students spend more time on the Internet accessing
online resources. However it is generally educa-
tional rather than economic rationalist arguments
that are espoused when it comes to increased use
of ICT tools in post secondary education.
The challenge for educators is to use the latest
technologies to enrich learning experiences in
ways that are responsive to the needs of students.
While universities provide computer access it
is important that students from disadvantaged
backgrounds are not further disadvantaged in their
learner cHaracteriSticS
Learner characteristics include educational,
cultural and socio-economic backgrounds. Most
universities have access and equity programs that
provide special entry for students from disadvan-
taged backgrounds. This may be due to a variety
of reasons including financial hardship, disability
or refugee status.All students are expected to have
access to a computer to engage in their learning
as well as complete necessary administrative
tasks including enrolment online. Some newer
housing estates on the urban fringe do not have
Broadband Internet access and dial up connections
can be costly and unreliable. The structuring of
activities in real time is particularly important for
these students with limited ICT access. It is not
uncommon these days for lectures to be avail-
able for download onto I-Pods so that they can
be listened to anywhere at anytime. Again there
is an assumption that most students, particularly
those from “Generation Y” will have ready access
to this technology.
Increasingly in post-secondary education the
main features of “the learner” are identified ac-
cording to the main characteristics and perceived
needs of Generation Y (1980 to 1994). This gen-
eration has witnessed increased capitalism and
globalization alongside economic rationalization
and a greater focus on the individual. They have
grown up in a technologically rich society and are
adept at using these new technologies to stimulate
all of the senses, with instant text messages a
preferred means of communication. Generation
Y is seen as requiring increased flexibility due
to the demands of balancing paid employment
and education.
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