Diffusion of Technology in Higher Education Classrooms

2010 ◽  
pp. 130-144
Author(s):  
Jill Harrison ◽  
John Ryan
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Social Process ◽  
The United States ◽  
Production Of Knowledge ◽  
Diffusion Of Technology ◽  
Digital Divides ◽  
The Social ◽  
Self Production ◽  
Incoming Students

Technology use is contextual and tends to follow, often invisible, ground rules. Within the situational context of a higher education classroom the rules and sanctions regarding technology use become increasingly complex. Many universities in the United States now require that all incoming students have laptops, with the rationale being that technology is an important tool used to help students organize and catalogue knowledge. Laptops allow students to connect to library and campus resources. Further, requiring laptops on a networked campus creates a sense of digital unity rather than digital divides among students and faculty. The message to students is that personal laptops are important and even required. However, within the context of the higher education classroom, laptop use is often being limited or banned by classroom instructors, a contradiction of the larger university message. As Marcuse (1982) noted, technology is a social process. The diffusion of laptop technology into higher education has altered the modes of producing knowledge and the social relationships organized around that production process. The purpose of this chapter is to highlight how the use of this technology is negotiated between faculty and students and how issues of engagement, the self-production of knowledge, and security influence this negotiation. The authors argue that issues of laptop use in the classroom are rooted in concerns of power, legitimacy, and identity associated with the production of knowledge.

Diffusion of Technology in Higher Education Classrooms

2013 ◽  
pp. 1119-1133
Author(s):  
Jill Harrison ◽  
John Ryan
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Social Process ◽  
The United States ◽  
Production Of Knowledge ◽  
Diffusion Of Technology ◽  
Digital Divides ◽  
The Social ◽  
Self Production ◽  
Incoming Students

Technology use is contextual and tends to follow, often invisible, ground rules. Within the situational context of a higher education classroom the rules and sanctions regarding technology use become increasingly complex. Many universities in the United States now require that all incoming students have laptops, with the rationale being that technology is an important tool used to help students organize and catalogue knowledge. Laptops allow students to connect to library and campus resources. Further, requiring laptops on a networked campus creates a sense of digital unity rather than digital divides among students and faculty. The message to students is that personal laptops are important and even required. However, within the context of the higher education classroom, laptop use is often being limited or banned by classroom instructors, a contradiction of the larger university message. As Marcuse (1982) noted, technology is a social process. The diffusion of laptop technology into higher education has altered the modes of producing knowledge and the social relationships organized around that production process. The purpose of this chapter is to highlight how the use of this technology is negotiated between faculty and students and how issues of engagement, the self-production of knowledge, and security influence this negotiation. The authors argue that issues of laptop use in the classroom are rooted in concerns of power, legitimacy, and identity associated with the production of knowledge.

Social Capital, Self-Esteem, Popularity, Need for Accessibility to Friends, and Stress Predict Cyber Technology Use

2019 ◽  
pp. 595-612
Author(s):  
Champika K. Soysa ◽  
Jennifer M. Gardner
Keyword(s):  
Social Capital ◽  
Social Networking ◽  
Technology Use ◽  
Social Cognitive ◽  
The United States ◽  
Self Esteem ◽  
The Social ◽  
Mp3 Player ◽  
Use Of Internet ◽  
Cognitive Dimensions

The authors examined social capital, self-esteem, popularity, need for accessibility to friends, and stress as gendered predictors of cyber technology use in 149 undergraduates. The authors investigated four kinds of cyber technology use: social networking, texting, internet surfing, and MP3 player listening. Stress was the most consistent predictor of cyber technology use in men (social networking, texting, and MP3 player listening), while popularity was the most consistent for women (social networking, texting, and MP3 player listening). Furthermore, self-esteem inversely predicted use of internet surfing in men and MP3 player listening in women. On the other hand, the social capital dimension of bridging online which is establishing weak social ties, predicted the use of both internet surfing and MP3 player listening in men and women. The authors extended the literature by establishing gendered social-cognitive dimensions of cyber technology use among undergraduates in the United States.

An International Comparative Study of the Roles, Rules, Norms, and Values That Predict Email use

2011 ◽  
pp. 177-204
Author(s):  
Mark F. Peterson ◽  
Stephanie J. Thomason ◽  
Norm Althouse ◽  
Nicholas Athanassiou ◽  
Gudrun Curri ◽  
...  
Keyword(s):  
United States ◽  
Technology Use ◽  
The United States ◽  
Norms And Values ◽  
The Social ◽  
Cultural Contingencies ◽  
International Comparative ◽  
Communication And Technology ◽  
Further Development ◽  
E Mail

This chapter extends communication and technology use theories about factors that predict e-mail use by explaining the reasons for cultural contingencies in the effects of managers’ personal values and the social structures (roles, rules and norms) that are most used in their work context. Results from a survey of 576 managers from Canada, the English-speaking Caribbean, Nigeria, and the United States indicate that e-mail use may support participative and lateral decision making, as it is positively associated with work contexts that show high reliance on staff specialists especially in the U.S., subordinates, and unwritten rules especially in Nigeria and Canada. The personal value of self-direction is positively related to e-mail use in Canada, while security is negatively related to e-mail use in the United States. The results have implications for further development of TAM and media characteristic theories as well as for training about media use in different cultural contexts.

“You Speak Good English”

2015 ◽  
pp. 133-154 ◽  
Author(s):  
Rong Chang ◽  
Sarah L. Morris
Keyword(s):  
Higher Education ◽  
United States ◽  
Lived Experiences ◽  
Local Community ◽  
Model Minority ◽  
The United States ◽  
Female Immigrant ◽  
The Social ◽  
Psychosocial Impacts ◽  
Political Conditions

This chapter describes how the first author, Rong, has experienced stereotyping as a Chinese female immigrant and doctoral student in America, as her experiences typify the experiences of the model minority. Drawing from Rong's personal journal reflections, the authors use autoethnography as the methodology to present her lived experiences as research. Through reflections on Rong's own understandings, this writing seeks to connect individual experiences to larger social, cultural, and political conditions of the United States (Ellis, 2004). The authors recount four different personal encounters with stereotyping in Rong's local community and in the process of pursuing higher education, and discuss the psychosocial impacts resulting from this type of discrimination. Through this work, the authors seek to contribute to the discourse of the social problem of stereotyping for the so-called “model minority.”

The social process of Big Data and predictive analytics use for logistics and supply chain management

2019 ◽  
Vol 49 (7) ◽  
pp. 706-726 ◽  
Author(s):  
Annibal Sodero ◽  
Yao Henry Jin ◽  
Mark Barratt
Keyword(s):  
Big Data ◽  
Supply Chain ◽  
Supply Chain Management ◽  
Technology Use ◽  
Predictive Analytics ◽  
Social Process ◽  
Theory Approach ◽  
Chain Management ◽  
Content Type ◽  
The Social

Purpose The purpose of this paper is to explore the social process of Big Data and predictive analytics (BDPA) use for logistics and supply chain management (LSCM), focusing on interactions among technology, human behavior and organizational context that occur at the technology’s post-adoption phases in retail supply chain (RSC) organizations. Design/methodology/approach The authors follow a grounded theory approach for theory building based on interviews with senior managers of 15 organizations positioned across multiple echelons in the RSC. Findings Findings reveal how user involvement shapes BDPA to fit organizational structures and how changes made to the technology retroactively affect its design and institutional properties. Findings also reveal previously unreported aspects of BDPA use for LSCM. These include the presence of temporal and spatial discontinuities in the technology use across RSC organizations. Practical implications This study unveils that it is impossible to design a BDPA technology ready for immediate use. The emergent process framework shows that institutional and social factors require BDPA use specific to the organization, as the technology comes to reflect the properties of the organization and the wider social environment for which its designers originally intended. BDPA is, thus, not easily transferrable among collaborating RSC organizations and requires managerial attention to the institutional context within which its usage takes place. Originality/value The literature describes why organizations will use BDPA but fails to provide adequate insight into how BDPA use occurs. The authors address the “how” and bring a social perspective into a technology-centric area.

Henry Carter Adams: A Case Study in the Emergence of the Social Sciences in the United States, 1850–1900

1968 ◽  
Vol 2 (2) ◽  
pp. 177-197 ◽  
Author(s):  
A. W. Coats
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
United States ◽  
Intellectual History ◽  
The United States ◽  
Academic Profession ◽  
The Social ◽  
The World ◽  
European Counterpart

Few scholars would nowadays question the importance of the United States in the world of learning; but the process whereby that nation attained its present eminence still remains obscure. Among the cognoscenti, it is generally acknowledged that American scholarship had come of age by the early 1900s, whereas fifty years earlier there had been only a handful of American scholars and scientists of international repute, and the country's higher education lagged far behind its European counterpart. Yet despite the recent popularity of intellectual history and research in higher education, which has produced a veritable flood of publications touching on various aspects of this theme, the heart of the process—the emergence of the academic profession—is still inadequately documented and imperfectly understood.

Our Higher Calling

2018 ◽  
Author(s):  
Holden Thorp ◽  
Buck Goldstein
Keyword(s):  
Higher Education ◽  
United States ◽  
Federal Government ◽  
The United States ◽  
Special Relationship ◽  
American Higher Education ◽  
Technological Advances ◽  
The Future ◽  
Changing Demographics ◽  
Incoming Students

American higher education is strong because of a special relationship with the American public and the federal government. Misunderstandings about how higher education works have strained the partnership, which has animated and driven American higher education. Carefully describing the roles of faculty, students, trustees, and administration can clear up some of these misunderstandings and position universities to deal with the pressures caused by changing demographics of incoming students, financial challenges associated with these changes, and differences in learning brought on by technological advances. Greater clarity sets the stage for an important conversation about the future of higher education and the United States.

scholarly journals Editorial

2021 ◽  
Vol 14 (3) ◽  
pp. v-vii
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
International Relations ◽  
Teaching And Learning ◽  
The United States ◽  
Access To Higher Education ◽  
National History ◽  
International Partnerships ◽  
Learning And Teaching ◽  
The Social

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes authors from China, Canada, France and the United States. The first two articles analyse processes of developing international partnerships and networks promoting refugee access to higher education. The other three papers concern aspects of teaching and learning: online learning in accountancy; a flipped pedagogy in sociology; and the inclusion of national history in introductory international relations courses.

scholarly journals Capturing the Processes of Our Transformative Learning in a Transdisciplinary Research Course

2015 ◽  
Vol 9 (1) ◽  
pp. 197-216
Author(s):  
Janet C. Richards
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Doctoral Students ◽  
The United States ◽  
Transdisciplinary Research ◽  
Student Collaboration ◽  
Economic Disparities ◽  
Socially Constructed ◽  
The Social ◽  
Societal Problems

Transdisciplinary scholarship has experienced a renaissance in higher education. Yet, little research has captured transformations in students’ viewpoints as they collaborate in transdisciplinary courses to consider solutions to complex societal problems. In this narrative inquiry, I chronicled my doctoral students’ perspectives and my thinking in a Transdisciplinary Research class in which students attempted to unravel the social justice dilemma of escalating economic disparities between rich and poor citizens in the United States. I believe knowledge is socially constructed. Therefore, student collaboration and sharing of their reflective stances were integral to the curriculum.

Choice and Selection: the Social Process of Transfer to Higher Education

1974 ◽  
Vol 3 (4) ◽  
pp. 327-340 ◽  
Author(s):  
W. A. Reid
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Selection Process ◽  
Social Process ◽  
School Curriculum ◽  
Institutional Constraints ◽  
University Admissions ◽  
Admissions Policies ◽  
The Social ◽  
Secondary School Curriculum

ABSTRACTThe allocation System whereby students pass from school to university is examined, and empirical evidence reviewed to establish the extent to which it approximates to the rationalistic model predicted by official literature on university admissions. Data from surveys in schools and universities tend to show that decisions are not the outcome of logical evaluations of objective information, but of poorly understood social processes in which institutional constraints and popular stereotypes play a major part. Implications are discussed for the secondary school curriculum, for inequalities in the selection process and for developments in admissions policies in an expanding system of higher education.

Sign in / Sign up

Export Citation Format

Share Document