The Net Generation Debate: Unpacking Individual Perceptions and Lived Experiences toward Technology Use in Education
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서지정보
ㆍ발행기관 : 한국교육공학회
ㆍ수록지정보 : Educational Technology International / 13권 / 2호
ㆍ저자명 : Hyungshin CHOI, Hyo-Jeong SO
목차
Introduction
Theoretical Background
Methods
Results
Discussion and Conclusion
References
한국어 초록
This study aims to examine individual perceptions and lived experiences of the Net generation ofstudent teachers and the previous generation of teachers about their technology use in education. Theparticipants of this study include 106 pre-service teachers and 50 in-service teachers from one teachereducation university in Korea. Employing a mixed methodology, we first empirically examined theparticipants’ perceptions toward multiple variables related to technology use in education, namely (a)past ICT experiences in schools, (b) personal computer use, (c) constructivist belief, (d) computerefficacy, (e) attitude toward computer in education, and (f) prospective computer use. In addition, weconducted face-to-face interviews with selected participants for the in-depth investigation of theirlived experiences about technology use, beliefs, and attitude. Results indicate that there are significantdifferences between in-service and pre-service teachers in their prior experiences with technology inschools. However, the pre-service and in-service teachers did not differ significantly in their beliefs,attitude and other technology-related variables, which may indicate the danger of generationaldeterminism in the Net Generation debate. The analysis of interview narratives revealed two majorthemes about the interplay of one’s agency and structural changes in the participants’ lived experienceswith technology use in education: (a) transition from negative past experiences to opportunities forpositive computer use, and (b) attitudes formation and change through apprenticeship experiencesand structural influences. In conclusion, this study suggests that the Net Generation debate shouldmove beyond dichotomous or techno-centric thinking. There is a critical need to pay more attentionto develop deeper understandings of the fundamental diversity existing within the generation itself.Implications for teacher education are also discussed.
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