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Louis Leung - One of the best experts on this subject based on the ideXlab platform.
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Effects of Narcissism, Leisure Boredom, and Gratifications Sought on User-Generated Content Among Net-Generation Users
Evolving Psychological and Educational Perspectives on Cyber Behavior, 2013Co-Authors: Damon Chi Him Poon, Louis LeungAbstract:This research identifies the gratifications sought by the Net-Generation when producing user-generated content (UGC) on the interNet. Members of the Net-Generation want to vent negative feelings, show affection to their friends and relatives, be involved in others’ lives, and fulfill their need to be recognized. These gratifications, to a large degree, were found to be significantly associated with the users’ various levels of participation in UGC (e.g., Facebook, blogs, online forums, etc.). What’s more, narcissism was predictive of content Generation in social Networking sites, blogs, and personal webpages, while leisure boredom was significantly linked to expressing views in forums, updating personal websites, and participating in consumer reviews. In particular, the results showed that Net-geners who encountered leisure boredom had a higher tendency to seek interaction with friends online. Implications of findings are discussed.
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The Net Generation
Encyclopedia of Cyber Behavior, 2012Co-Authors: Louis Leung, Cindy Pei ZhengAbstract:This article reviewed Net Generation attributes and examined how these attributes are linked to cyber behavior. Net Geners are global citizens and emotionally open. They believe deeply that they have rights and freedom to information and learning. Being technologically savvy, they are natural collaborators in school projects, entertainment, and work. Net Geners are also prosumers, which means that aside from being frequent consumers, they can co-produce, and co-create contents, products, and services with interested parties. The ability to customize and personalize a product or an application is important to the Net Generation. Net Geners expect speed and instant gratifications in everything they do and are good at multitasking. The Net Generation is impatient, and Net Geners think that e-mails are too slow, as they are asynchronous. How these attributes are linked to Net Geners’ learning, entertainment, and social relationships is discussed.
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Effects of narcissism, leisure boredom, and gratifications sought on user-generated content among Net-Generation users
International Journal of Cyber Behavior Psychology and Learning, 2011Co-Authors: Damon Chi Him Poon, Louis LeungAbstract:This research identifies the gratifications sought by the Net-Generation when producing user-generated content (UGC) on the interNet. Members of the Net-Generation want to vent negative feelings, show affection to their frieds and relatives, be involved in others' lives, and fulfill their need to be recognized. These gratifications were all found to be significantly associated with the users' various levels of participation in UGC (e.g., Facebook, YouTube, blogs, online forums, etc.) What's more, narcissism was predictive of content Generation in social Networking sites, blogs, and personal webpage, while leisure boredom was significantly linked to expressing views in forums, updating personal website, and participating in consumer reviews. In particular, the results showed the Net-geners who encountered leisure boredom had a higher tendency to seek interaction with friends online. Implications of findings are discussed.
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Net-Generation attributes and seductive properties of the interNet as predictors of online activities and interNet addiction.
CyberPsychology & Behavior, 2004Co-Authors: Louis LeungAbstract:Born between 1977 and 1997, Net-Generation is the first Generation to grow up surrounded by home computers, video games, and the InterNet. As children of the Baby Boomers, the InterNet is the medium of choice for the Net-geners. Based on the assumption that Net-Generation has unique characteristics, this study examined (1) how Net-geners addicted to the InterNet differ from the non-addicted and (2) how these attributes, together with the seductive properties of the InterNet, are related to InterNet addiction. Data were gathered from a probability sample of 699 Net-geners between the ages of 16 and 24. Results show that Net-geners addicted to the InterNet tend to be young female students. Being emotionally open on the Net and a heavy user of ICQ were most influential in predicting Net-geners' problematic use of the InterNet. Addicted Net-geners are also strongly linked to the pleasure of being able to control the simulated world in online games. The finding reinforces previous research that "dependents" of...
Chris Jones - One of the best experts on this subject based on the ideXlab platform.
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Students, the Net Generation and Digital Natives:Accounting for Educational Change
2011Co-Authors: Chris JonesAbstract:This chapter examines a number of different terms and popularized accounts of young people who are now at the stage in their lives of engaging in university education across the world. Three of the more common terms that have been used to describe this cohort of young people are the Net Generation (Tapscott 1998, 2009), Digital Natives (Prensky 2001; 2001a: 2009) and Millennials (Howe and Strauss 2000; Oblinger & Oblinger 2005). This chapter critically examines the argument, common to writers using both terms: that the existence of an environment infused with digital and Networked technologies, combined with an active engagement in these new technologies, leads directly to a sharp Generational break. The chapter goes on to examine the determinist nature of the argument and the way this has been related to one particular pedagogical approach; collaborative learning. It examines the wider social and technological context and in particular the ideas of Networked individualism and Networked sociality. Finally the chapter concludes by examining which aspects of the Digital Native and Net Generation arguments are worth taking forward and by identifying those aspects of the arguments that need to be abandoned.
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Net Generation students agency and choice and the new technologies
Journal of Computer Assisted Learning, 2010Co-Authors: Chris Jones, Graham HealingAbstract:Based on research investigating English first-year university students, this paper examined the case made for a new Generation of young learners often described as the Net Generation or Digital Natives in terms of agency and choice. Generational arguments set out a case that links young people's attitudes and orientations to their lifelong exposure to Networked and digital technologies. This paper drew on interview data from mixed methods research to suggest that the picture is more complex than the equation of exposure to new technologies and a Generational change of attitudes and capacities. Starting from the position that interaction with technology is mediated by activity and an intentional stance, we examined the choices students make with regard to the technologies they engage with. We explored the perceived constraints students face and the way they either comply or resist such constraints. We concluded that agency actively shapes student engagement with technology but that an adequate conception of agency must expand beyond the person and the self to include notions of collective agency identifying the meso level as an activity system that mediates between the students and their technological setting.
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Are all Net Generation students the same? The frequency of technology use at university
2010Co-Authors: Anesa Hosein, Ruslan Ramanau, Chris JonesAbstract:This paper looks at the results of a longitudinal study on how frequently the Net Generation students (i.e. those born in the 1980s) use technologies in their first year of university. Eight technology groupings were explored including web 2.0, social Networking and computer software. The research investigated whether older Net Generation students (21-25 years) used technologies differently to the younger Net Generation students (≤20 years). Additional factors such as gender, university type (distance-learning or place-based) and nationality (UK or International) were accounted for during the study. The research found that nationality and university type were influential factors in determining the frequency of use across all technologies at the beginning of the academic year and continued to be influencing factors along with gender at the end of the academic year. Age only seemed to be an important factor for the use of Web 2.0 and social Networking sites but these uses of technology were also dependent on students’ university type, gender and nationality. Thus these demographic and social factors have to be considered when analysing technology use or designing educational tools. The findings of this study have implications for research into age-related differences in students’ use of digital technologies and universities’ digital technologies training provision.
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Profiling university students' use of technology: where is the Net Generation divide?
The International Journal of Technology Knowledge and Society, 2010Co-Authors: Chris Jones, Anesa HoseinAbstract:The paper presents work from a longitudinal study on how first year students from the Net Generation use ICT tools. Using factor analysis, the research found that students can be categorized into clusters based on whether they were using web 2.0 tools (web interactive), audio and video editing tools (technical-oriented), social Networking tools (social interactive), gaming consoles (game-oriented) and online resources or word processing/presentation software tools (work-oriented).Young students within the Net Generation were highly social interactive whilst distance-learning students were less social interactive. International students were mainly found to be web-interactive with a growing social interaction over the course of their first year. The research supports the argument that there is no single Net Generation with common characteristics. It suggests that age is the most significant variable with gender, mode of study and the national origin of students all playing a role in patterning students’ engagement with new technologies.
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Net Generation or Digital Natives: Is there a distinct new Generation entering university?
Computers & Education, 2010Co-Authors: Chris Jones, Simon Cross, Ruslan Ramanau, Graham HealingAbstract:This article reports key findings from the first phase of a research project investigating Net Generation age students as they encounter e-learning at five universities in England. We take a critical view of the idea of a distinct Generation which has been described using various terms including Net Generation and Digital Natives and explore age related differences amongst first year university students. The article draws on evidence from a survey of first year undergraduates studying a range of pure and applied subjects. Overall we found a complex picture amongst first-year students with the sample population appearing to be a collection of minorities. These included a small minority that made little use of some technologies and larger minorities that made extensive use of new technologies. Often the use of new technology was in ways that did not fully correspond with the expectations that arise from the Net Generation and Digital Natives theses. The article concludes that whilst there are strong age related variations amongst the sample it is far to simplistic to describe young first-year students born after 1983 as a single Generation. The authors find that the Generation is not homogenous in its use and appreciation of new technologies and that there are significant variations amongst students that lie within the Net Generation age band.
Ruslan Ramanau - One of the best experts on this subject based on the ideXlab platform.
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Are all Net Generation students the same? The frequency of technology use at university
2010Co-Authors: Anesa Hosein, Ruslan Ramanau, Chris JonesAbstract:This paper looks at the results of a longitudinal study on how frequently the Net Generation students (i.e. those born in the 1980s) use technologies in their first year of university. Eight technology groupings were explored including web 2.0, social Networking and computer software. The research investigated whether older Net Generation students (21-25 years) used technologies differently to the younger Net Generation students (≤20 years). Additional factors such as gender, university type (distance-learning or place-based) and nationality (UK or International) were accounted for during the study. The research found that nationality and university type were influential factors in determining the frequency of use across all technologies at the beginning of the academic year and continued to be influencing factors along with gender at the end of the academic year. Age only seemed to be an important factor for the use of Web 2.0 and social Networking sites but these uses of technology were also dependent on students’ university type, gender and nationality. Thus these demographic and social factors have to be considered when analysing technology use or designing educational tools. The findings of this study have implications for research into age-related differences in students’ use of digital technologies and universities’ digital technologies training provision.
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Net Generation or Digital Natives: Is there a distinct new Generation entering university?
Computers & Education, 2010Co-Authors: Chris Jones, Simon Cross, Ruslan Ramanau, Graham HealingAbstract:This article reports key findings from the first phase of a research project investigating Net Generation age students as they encounter e-learning at five universities in England. We take a critical view of the idea of a distinct Generation which has been described using various terms including Net Generation and Digital Natives and explore age related differences amongst first year university students. The article draws on evidence from a survey of first year undergraduates studying a range of pure and applied subjects. Overall we found a complex picture amongst first-year students with the sample population appearing to be a collection of minorities. These included a small minority that made little use of some technologies and larger minorities that made extensive use of new technologies. Often the use of new technology was in ways that did not fully correspond with the expectations that arise from the Net Generation and Digital Natives theses. The article concludes that whilst there are strong age related variations amongst the sample it is far to simplistic to describe young first-year students born after 1983 as a single Generation. The authors find that the Generation is not homogenous in its use and appreciation of new technologies and that there are significant variations amongst students that lie within the Net Generation age band.
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collaboration and the Net Generation the changing characteristics of first year university students
Computer Supported Collaborative Learning, 2009Co-Authors: Chris Jones, Ruslan RamanauAbstract:This paper reports on the first phase of research that investigates the Net Generation entering university. The paper focuses on claims about the Net Generation's relationship to collaboration and cooperation and the ways that this relationship is associated with technological rather than social processes. Based on a survey of first year students in five universities across a range of subjects and disciplinary areas, the paper concludes that we should be cautious about the claims that have been made about Net Generation learners. It suggests that broad brush approaches to Generational changes obscure the subtle but important differences between students. It also suggests that claims that there has been a step change in attitudes takes attention away from the kinds of choices that might be necessary in relation to variations that are indeed taking place amongst new cohorts of students.
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The Net Generation enters university: What are the implications for Technology Enhanced Learning?
2009Co-Authors: Chris Jones, Ruslan RamanauAbstract:The term Net Generation suggests that the Generation of young people born after 1983 are different from any preceding Generation because they have been exposed to digital technology in their day-to-day existence, and that this is has a profound impact on their attitudes and approach to learning. Examining the use of the terms Net Generation and Digital Natives this paper reports a survey of first year undergraduate students in the UK. This paper, based on research conducted in the spring of 2008 examines whether there is a distinct Net Generation amongst first year UK university students and if there are significant differences attributable to age, gender or disciplinary differences. It concludes that whilst there are significant changes taking place amongst first year undergraduate students in the UK they are far more complex than the idea of a single new Generation would suggest.
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CSCL (1) - Collaboration and the Net Generation: the changing characteristics of first year university students
Proceedings of the 9th international conference on Computer supported collaborative learning - CSCL'09, 2009Co-Authors: Chris Jones, Ruslan RamanauAbstract:This paper reports on the first phase of research that investigates the Net Generation entering university. The paper focuses on claims about the Net Generation's relationship to collaboration and cooperation and the ways that this relationship is associated with technological rather than social processes. Based on a survey of first year students in five universities across a range of subjects and disciplinary areas, the paper concludes that we should be cautious about the claims that have been made about Net Generation learners. It suggests that broad brush approaches to Generational changes obscure the subtle but important differences between students. It also suggests that claims that there has been a step change in attitudes takes attention away from the kinds of choices that might be necessary in relation to variations that are indeed taking place amongst new cohorts of students.
Gregor Kennedy - One of the best experts on this subject based on the ideXlab platform.
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measurement and evidence of computer based task switching and multitasking by Net Generation students
Computers in Education, 2011Co-Authors: Terry Judd, Gregor KennedyAbstract:Logs of on-campus computer and InterNet usage were used to conduct a study of computer-based task switching and multitasking by undergraduate medical students. A detailed analysis of over 6000 individual sessions revealed that while a majority of students engaged in both task switching and multitasking behaviours, they did so less frequently than 'Net Generation' rhetoric implies. The incidence and intensity of task switching and multitasking among students ranged from low to very high but infrequent and low-level multitaskers easily outnumbered inveterate multitaskers. Male and international students were significantly more likely to task switch and multitask than their female and local counterparts. Students who entered University directly from secondary school were significantly more likely to multitask than graduate students, as were first year compared to second year students, suggesting that post-secondary experiences may temper students' propensity or inclination to multitask.
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Beyond natives and immigrants: exploring types of Net Generation students
Journal of Computer Assisted Learning, 2010Co-Authors: Gregor Kennedy, Terry Judd, Barney Dalgarno, Jenny WaycottAbstract:Previously assumed to be a homogenous and highly skilled group with respect to information and communications technology, the so-called Net Generation has instead been shown to possess a diverse range of technology skills and preferences. To better understand this diversity, we subjected data from 2096 students aged between 17 and 26 from three Australian universities to a cluster analysis. Through this analysis, we identified four distinct types of technology users: power users (14% of sample), ordinary users (27%), irregular users (14%) and basic users (45%). A series of exploratory chi-square analyses revealed significant associations between the different types of technology users and the university that students attended, their gender and age and whether the student was local or international. No associations were found for analyses related discipline area, socio-economic status or rurality of residence. The findings are discussed in light of the rhetoric associated with commentaries about the Net Generation, and suggestions about their implications for teaching and learning in universities are offered.
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Educating the Net Generation – A Handbook of Findings for Practice and Policy
2009Co-Authors: Gregor Kennedy, Terry Judd, Barney Dalgarno, Jenny Waycott, Kathleen Gray, Sue Bennett, Karl Maton, Andrea G. Bishop, Kerrie-lee Krause, Rosemary ChangAbstract: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 these students have been characterised as being technologically savvy, having grown up in an age where computers, mobile phones and the InterNet are part of mainstream culture and society. A number of commentators have even suggested that educators, whom they label 'digital immigrants', need to radically adjust their teaching and learning strategies to accommodate their 'digital native' students, predominantly by adopting and capitalising on the affordances of emerging technologies. This project explored the notion of the Net Generation in higher education to gain a better understanding of: students' and teachers' current technological experiences and preferences; and a range of issues associated with the implementation of emerging technologies in local learning and teaching contexts. This handbook represents a key project outcome. The main messages that have emerged from the project are that: (1) the rhetoric that university students are 'digital natives' and university staff are 'digital immigrants' is not supported; (2) there is great diversity in students' and staff experiences with technology, and their preferences for the use of technology in higher education; (3) emerging technologies afford a range of learning activities that can improve student learning processes, outcomes, and assessment practices; (4) managing and aligning pedagogical, technical and administrative issues is a necessary condition of success when using emerging technologies for learning; (5) innovation with learning technologies typically requires the development of new learning and teaching and technology-based skills, which is effortful for both students and staff; and (6) the use of emerging technologies for learning and teaching can challenge current university policies in learning and teaching and IT.
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educating the Net Generation a handbook of findings for practice and policy
2009Co-Authors: Gregor Kennedy, Terry Judd, Barney Dalgarno, Jenny Waycott, Kathleen Gray, Sue Bennett, Karl Maton, Andrea G. Bishop, Kerrie-lee Krause, Rosemary ChangAbstract: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 these students have been characterised as being technologically savvy, having grown up in an age where computers, mobile phones and the InterNet are part of mainstream culture and society. A number of commentators have even suggested that educators, whom they label 'digital immigrants', need to radically adjust their teaching and learning strategies to accommodate their 'digital native' students, predominantly by adopting and capitalising on the affordances of emerging technologies. This project explored the notion of the Net Generation in higher education to gain a better understanding of: students' and teachers' current technological experiences and preferences; and a range of issues associated with the implementation of emerging technologies in local learning and teaching contexts. This handbook represents a key project outcome. The main messages that have emerged from the project are that: (1) the rhetoric that university students are 'digital natives' and university staff are 'digital immigrants' is not supported; (2) there is great diversity in students' and staff experiences with technology, and their preferences for the use of technology in higher education; (3) emerging technologies afford a range of learning activities that can improve student learning processes, outcomes, and assessment practices; (4) managing and aligning pedagogical, technical and administrative issues is a necessary condition of success when using emerging technologies for learning; (5) innovation with learning technologies typically requires the development of new learning and teaching and technology-based skills, which is effortful for both students and staff; and (6) the use of emerging technologies for learning and teaching can challenge current university policies in learning and teaching and IT.
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Questioning the Net Generation: a collaborative project in Australian higher education
2006Co-Authors: Gregor Kennedy, Terry Judd, Barney Dalgarno, Kerri-lee Krause, Kathleen Gray, Sue Bennett, Karl Maton, Andrea G. BishopAbstract:This paper describes a project, which has been supported by the Carrick Institute for Learning and Teaching in Higher Education, that aims to identify how the technologybased tools of a new Generation of students can be successfully used by higher education. Recent commentaries propose that Universities are ill-equipped to educate a new Generation of learners whose sophisticated use of emerging technologies is incompatible with current teaching practice. This project will investigate this proposed gap between learners’ and teachers’ use of technologies and identify the implications for higher education. This paper presents the rationale of the project, highlighting its critical stance on current notions of the ‘Net Generation’. The three phases of the project – Investigation, Implementation and Dissemination – are then described. The project will be undertaken as a collaboration between staff at The University of Melbourne, the University of Wollongong and Charles Sturt University. In the final stages of the project, members of the ascilite community will be able to participate in practical workshops based on the lessons we have learned from questioning the ‘Net Generation’.
Terry Judd - One of the best experts on this subject based on the ideXlab platform.
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measurement and evidence of computer based task switching and multitasking by Net Generation students
Computers in Education, 2011Co-Authors: Terry Judd, Gregor KennedyAbstract:Logs of on-campus computer and InterNet usage were used to conduct a study of computer-based task switching and multitasking by undergraduate medical students. A detailed analysis of over 6000 individual sessions revealed that while a majority of students engaged in both task switching and multitasking behaviours, they did so less frequently than 'Net Generation' rhetoric implies. The incidence and intensity of task switching and multitasking among students ranged from low to very high but infrequent and low-level multitaskers easily outnumbered inveterate multitaskers. Male and international students were significantly more likely to task switch and multitask than their female and local counterparts. Students who entered University directly from secondary school were significantly more likely to multitask than graduate students, as were first year compared to second year students, suggesting that post-secondary experiences may temper students' propensity or inclination to multitask.
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Beyond natives and immigrants: exploring types of Net Generation students
Journal of Computer Assisted Learning, 2010Co-Authors: Gregor Kennedy, Terry Judd, Barney Dalgarno, Jenny WaycottAbstract:Previously assumed to be a homogenous and highly skilled group with respect to information and communications technology, the so-called Net Generation has instead been shown to possess a diverse range of technology skills and preferences. To better understand this diversity, we subjected data from 2096 students aged between 17 and 26 from three Australian universities to a cluster analysis. Through this analysis, we identified four distinct types of technology users: power users (14% of sample), ordinary users (27%), irregular users (14%) and basic users (45%). A series of exploratory chi-square analyses revealed significant associations between the different types of technology users and the university that students attended, their gender and age and whether the student was local or international. No associations were found for analyses related discipline area, socio-economic status or rurality of residence. The findings are discussed in light of the rhetoric associated with commentaries about the Net Generation, and suggestions about their implications for teaching and learning in universities are offered.
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Educating the Net Generation – A Handbook of Findings for Practice and Policy
2009Co-Authors: Gregor Kennedy, Terry Judd, Barney Dalgarno, Jenny Waycott, Kathleen Gray, Sue Bennett, Karl Maton, Andrea G. Bishop, Kerrie-lee Krause, Rosemary ChangAbstract: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 these students have been characterised as being technologically savvy, having grown up in an age where computers, mobile phones and the InterNet are part of mainstream culture and society. A number of commentators have even suggested that educators, whom they label 'digital immigrants', need to radically adjust their teaching and learning strategies to accommodate their 'digital native' students, predominantly by adopting and capitalising on the affordances of emerging technologies. This project explored the notion of the Net Generation in higher education to gain a better understanding of: students' and teachers' current technological experiences and preferences; and a range of issues associated with the implementation of emerging technologies in local learning and teaching contexts. This handbook represents a key project outcome. The main messages that have emerged from the project are that: (1) the rhetoric that university students are 'digital natives' and university staff are 'digital immigrants' is not supported; (2) there is great diversity in students' and staff experiences with technology, and their preferences for the use of technology in higher education; (3) emerging technologies afford a range of learning activities that can improve student learning processes, outcomes, and assessment practices; (4) managing and aligning pedagogical, technical and administrative issues is a necessary condition of success when using emerging technologies for learning; (5) innovation with learning technologies typically requires the development of new learning and teaching and technology-based skills, which is effortful for both students and staff; and (6) the use of emerging technologies for learning and teaching can challenge current university policies in learning and teaching and IT.
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educating the Net Generation a handbook of findings for practice and policy
2009Co-Authors: Gregor Kennedy, Terry Judd, Barney Dalgarno, Jenny Waycott, Kathleen Gray, Sue Bennett, Karl Maton, Andrea G. Bishop, Kerrie-lee Krause, Rosemary ChangAbstract: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 these students have been characterised as being technologically savvy, having grown up in an age where computers, mobile phones and the InterNet are part of mainstream culture and society. A number of commentators have even suggested that educators, whom they label 'digital immigrants', need to radically adjust their teaching and learning strategies to accommodate their 'digital native' students, predominantly by adopting and capitalising on the affordances of emerging technologies. This project explored the notion of the Net Generation in higher education to gain a better understanding of: students' and teachers' current technological experiences and preferences; and a range of issues associated with the implementation of emerging technologies in local learning and teaching contexts. This handbook represents a key project outcome. The main messages that have emerged from the project are that: (1) the rhetoric that university students are 'digital natives' and university staff are 'digital immigrants' is not supported; (2) there is great diversity in students' and staff experiences with technology, and their preferences for the use of technology in higher education; (3) emerging technologies afford a range of learning activities that can improve student learning processes, outcomes, and assessment practices; (4) managing and aligning pedagogical, technical and administrative issues is a necessary condition of success when using emerging technologies for learning; (5) innovation with learning technologies typically requires the development of new learning and teaching and technology-based skills, which is effortful for both students and staff; and (6) the use of emerging technologies for learning and teaching can challenge current university policies in learning and teaching and IT.
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Questioning the Net Generation: a collaborative project in Australian higher education
2006Co-Authors: Gregor Kennedy, Terry Judd, Barney Dalgarno, Kerri-lee Krause, Kathleen Gray, Sue Bennett, Karl Maton, Andrea G. BishopAbstract:This paper describes a project, which has been supported by the Carrick Institute for Learning and Teaching in Higher Education, that aims to identify how the technologybased tools of a new Generation of students can be successfully used by higher education. Recent commentaries propose that Universities are ill-equipped to educate a new Generation of learners whose sophisticated use of emerging technologies is incompatible with current teaching practice. This project will investigate this proposed gap between learners’ and teachers’ use of technologies and identify the implications for higher education. This paper presents the rationale of the project, highlighting its critical stance on current notions of the ‘Net Generation’. The three phases of the project – Investigation, Implementation and Dissemination – are then described. The project will be undertaken as a collaboration between staff at The University of Melbourne, the University of Wollongong and Charles Sturt University. In the final stages of the project, members of the ascilite community will be able to participate in practical workshops based on the lessons we have learned from questioning the ‘Net Generation’.
