Bringing technology to the mature classroom: age differences in use and attitudes.

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Autor/Urheber	Rachel V. Staddon
Institution	SpringerOpen
Titel	Bringing technology to the mature classroom: age differences in use and attitudes.
Quelle	In: doi:10.1186/s41239-020-00184-4; 2365-9440; International Journal of Educational Technology in Higher Education, Vol 17, Iss 1, Pp 1-20 (2020)(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1186/s41239-020-00184-4
Schlagwörter	Mature students; Technology attitude; Technology enhanced learning; Higher education; Special aspects of education; Information technology; T58.5-58.64
Abstract	Abstract Mature students are anecdotally thought to be more anxious about technology than younger students, to the extent that they avoid using technology. This is a problem in today's higher education classrooms which often use a range of learning technologies, particularly as cohorts are becoming more and more likely to contain mature students. Previous work examining the attitudes of mature students to technology no longer reflects contemporary student age profiles or the current technological landscape. This study asks whether modern mature students in a UK university have more negative attitudes towards technology than younger students, and whether their usage of technology is different. A new diagnostic instrument, the Technology Attitudes Questionnaire, was developed to determine how students use technology for course activities and personal use, and their attitudes towards technology more generally. It was found that mature students use fewer technologies than younger students and use them less frequently, but have used them for a longer period over their lives. No difference was found for attitudes towards technology between the mature and younger groups. This research aims to contribute to the wider field of technology attitudes and use, particularly for the modern mature student cohort. These findings can be used to inform how educators design learning resources and use technology on their courses, working towards an age-inclusive programme.
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