Teens share their views on technology.

Abstract

This article describes the results of a survey administered to nine teens concerning the use of technology in their daily lives. Some of the themes that emerge are the power of technology to link us on a global level as well as the potential for the Internet to help us learn about ourselves and the world around us.

Introduction

Technology is an integral part of teens' lives. With so many students tapping into the power of computers and the technology they offer, some important questions emerge: In what ways are students utilizing the computer and the Internet? How does the computer fit into their conception of "literacy?" Has the advent of the computer changed the school experience? This paper explores these questions by examining results of a survey administered to 9 female teenagers between the ages of 15 & 16. The teens: Lisa, Terri, Ann, Liz, Margaret, Kim, Mary, Kim, and Molly (pseudonyms) were identified through a local public high school in the South.

Subjects

The teens included in this study are all female sophomores from white professional families with an average household income of approximately $95,000. The teens attend a local public high school of approximately 4000 students. The survey explored the teens' uses of the computer and the role of computers in the school setting.

Methodology

The survey included both closed and open ended items and focused on various aspects associated with computer usage and applications. Questions were developed based on issues that emerged after a thorough review of the literature concerning teens and their use of technology. Also addressed was how teens envisioned computer usage in the future. Answers to close ended questions were tallied, while responses to open ended items were subjected to thematic analysis.

Role of Technology in Today's World

In a report based on data gathered in the September 2001 census, it was estimated that half the nation is online and that the rate of growth of Internet use in the U.S. is currently 2 million new Internet users per month. That categorizes approximately 174 million Americans (around 66% of population) as computer users. The report goes on to state that children and teens use computers and the Internet more than any other age group-90% of children between the ages of 5 and 17 now use computers.

Various studies point to the fact that teens have already embarked on this journey to the land of technological advances. In a Pew Research Study (2002) that involved focus group interviews with 136 middle and high school students, some of the major conclusions point to things that most of us have known for some time: the majority of students are utilizing the internet for information, but students often lack the skills necessary to critically evaluate information found on the internet. This same study found that 78% of students prefer to use the Internet for research and homework. It was interesting that students pointed out that they felt their teachers needed more training on the multiple uses of the Web and how they might create assignments that would allow students to use the Web more creatively. Among the particular teens surveyed for this study, all of them reported utilizing the computer for various types of school assignments as well.

Computer usage among the nine teens surveyed began fairly early-over half of the girls reported that they began working with computers by the age of 6, and all but one reported receiving computer instruction in school. When asked, however, who had introduced them to the computer it was interesting to note that 66% of the girls responded "mom" or "dad" as opposed to a "teacher." All of the girls stated that they used the computer on a daily basis ranging from 30 minutes of usage time to three or more hours a night. Five of the teens estimated that they used the computer between an hour and a half and three hours each evening. The entire group reported using the computer for a number of purposes with "communication" constituting one of the main purposes: e-mailing, visiting chat rooms, instant messaging, researching a topic or product, word processing, and putting creative spins on projects (for example, power point presentations). Communication, says Sally Beisser, assistant professor in the Effective Teaching Program of Drake University, Iowa, is what technology is about. She goes on to say that although e-mail may not have replaced malls or talk in school hallways, it has become another "place" students gossip, exchange homework, and connect with their peers (Tell, 1999/2000).

In a study involving in-depth interviews with six teenage girls concerning their technology use, Merchant (2001) found that on-line interactions emerged as one of the primary functions. Merchant states, "on-line interaction could be popular with this particular age and social group because it offers opportunities to take risks .. without the embarrassing consequences associated with face-to-face interaction (p. 300)." Computers also offer a place where an individual might recreate herself, as evidenced by comments made by two of the teens in reference to chat rooms. Mary states, "You can go into a chat room and be anyone you want to be. If you are shy in person, you can be outgoing and personality plus in that particular environment." Molly adds, "You can almost say that there is a split between the reality we live in day- to- day-life and the 'reality' we can create for ourselves in chat rooms." Lewis and Fabos (1999), found in their study investigating teens' use of technology that these two aspects-communication and re-creation of self could be merged, as they reveal how two adolescent girls used instant messaging to solidify social networks as well as to negotiate multiple identities online. This was accomplished by writing through a male persona in order to gain information related to their romantic relationships. The teens interviewed in this study made it clear that their literacy use focused on entertainment and socializing, but they also provided information about how they accessed technology in the educational arena as well.

All nine females respond that they utilize the internet to access information for research papers as well as for answers to personal questions. Tasks such as looking up answers to medical questions, health and beauty questions, and product related inquiries are noted by all nine of the girls. "For example," said Terri, "If I want to know about what I can do to lose weight, I can enter a search and come up with hundreds of websites." Another teen states, "Buying almost anything requires a lot of research because you want to make sure that you are getting the most value for your money. The good thing is that you can do a lot of this research ahead of time before you even get to the store- or you can even order the product online." Teens are not the only ones tapping into the Internet in an attempt to become more informed consumers. In a Department of Education survey, 65% of the kids said their parents asked them to surf the Net for information about products or services. All nine of the females in this study reported that their parents utilized the computer and the Internet in many of the same ways that the teens utilized it. Terri shares, "My mom loves to get on to her favorite shopping sites and just browse."

On the topic of how these teens went about accessing information, all nine stated that they used multiple search engines such as google, yahoo, or ask jeeves. They noted that not refining the search term enough leads to frustration. Three of the nine stated that they were working on ways to refine their search techniques in order "to avoid 4,000 sites popping up" on the screen after hitting the search button. The Pew Research Study (2002) found similar frustration expressed by its participants as noted in the following comment, "Most students who spoke with us expressed frustration about finding quality information to help them complete their school assignments. Whether teens experience frustration in this domain or not, it has not quelled their enthusiasm for other uses of computer technology; other uses listed were as follows: Instant Messaging Service, games, browsing for shopping bargains, checking movie times, gathering information about school assignments (teacher websites), reading funny e-mails, accessing homework help, and gathering research for projects. Mary states, "I've gotten to where I look up almost anything I have an assignment on. That helps me get an overall picture of almost any topic." When asked the question, "How have computers changed our lives?" the responses center around communication as well as recreational and educational uses. Several of them respond with reference to the accessibility of information; Liz states, "Communications are much better; things can be done faster and better. Computers will continue to remain a huge form of communication. I can see them taking over phones and becoming the major form of communication." Three of the nine girls stated that they envisioned a totally "wireless" world of technology in the near future. In addition to communication, "enjoyment, recreation, and research" were cited by eight of the nine teens as "uses" of the computer.

Technology Links to Schooling

In response to the open ended question, "In your opinion, how have computers changed our lives?" all nine girls included phrases or sentences that included the word "necessary" in terms of the school environment as well as their home environment. Eight out of the nine considered "information gathering" as one of the most important applications of technology in the schooling experience. When asked what types of assignments teachers might give if students were given access to computers on a daily basis (a reality which already exists in some schools), Liz states, "Teachers would most likely assign a lot more work that must be typed ... teachers would also assign a lot of work that would have to be researched before being completed." In essence, a few of the girls felt that if every student had a computer at school, the bar would be raised because of the "easy accessibility to knowledge and facts." Molly points out that the advent of this new technology is "forcing teachers to think about literacy in ways beyond books and movies ... they have to think outside of the box if they really want to get the most out of the computer to teach us." She goes on to note, "Teachers should use the computer for more than just word processing. l don't know all of the uses in an education sense, but maybe they could have us compare sources for how reliable the statistics and facts presented are." Sefton-Green (2001) points out that the challenge for schools is multi-layered and encompasses the following three aspects: a) how to accommodate within the curriculum the range of technology skills that young people might acquire outside of the formal school setting; 2) how to recognize and validate this extended cultural sphere, and how to acknowledge that the various forms of popular culture may have a place in an expanded conception of literacy.

The Department of Education, in collaboration with the nonprofit educational organization NetDay.org, recently conducted its own study of 210,000 K-12 students from 3000 schools nationwide and found that 97 percent of students in grades 7-12 strongly believe that technology is important to their education and 83% say that the loss of Internet access would have a negative effect on their school-work (Whelan, 2004). Mahiri (2000/2001) argues that "the literacy demands of this century and consequently the demands on schools are radically changing. Students must now develop skills to access and evaluate information in overwhelming quantities from global sources" (page 385). In the Department of Education study, 71% of students K12 students polled said they used the Internet for their last big project (Whelan, 2004). In the same study, 83% state that the loss of Internet access would have a negative effect on their schoolwork and 79% say that no Internet access would affect their personal lives.

Several teens in this study point out that the advent of mass computer usage in schools will bring about an increase in assignments that incorporate or draw upon current events and in-depth research requiring various perspectives or viewpoints on an issue. Kamil and Lane (1998) point out that using the Internet to get at different perspectives often places special demands on a reader due to the sheer volume of information. In addition, readers must contend with blinking graphics, varying color schemes, and other distractions. This requires a certain level of evaluation that is not always required in the traditional print modes. Frand (2000) points out that, "Unfortunately, many of our students believe that everything they need to know is on the Web and that it's all free" (page 15). A search of any one topic could yield hundreds if not thousands of hits; the problem is that not all websites are created equal. Frand points out, "Unlike traditional written materials, for which the sheer cost of publication encourages editorial review to some degree, most web sites do not even have the most rudimentary "quality" indicators such as a posting date, the authority or expertise of the individual or group that created the site, contact information for the author, or citations for major facts or assertions."

How then do students determine credibility of the sources and information? Ann states that she looks for well-known names in website addresses. For instance, when searching for medical information she often goes to major medical university websites first. Molly states that she tries to cross reference major facts and opinions by searching various sites for consensus. "Sometimes," she shares, "you get three different statistics on the very same thing." Molly goes on to say, "It's difficult to find information that you KNOW has been well researched."

Thoughts on the Future

   Our society has become computer dependent. We depend on the Internet
   to communicate, research, and learn about the current events of the
   entire world. It has allowed us access to things we would have never
   been exposed to before. We can talk to people across the seas in a
   matter of seconds. In the future computers will become
   our lives, our major form of communication, our way of living.
   --Margaret

These teens have grown up in a world of revolutionary technology trends. While many of us struggle to keep up with the latest advances in this arena, several of the teens clearly see these advances as only the beginning. Liz states, "Computers will serve us in innovative ways in the future in that school will be conducted through computers. Students would do their work for each day on the computer and there would be no need for them to go to school." Warlick (2001) shares that implementing technology in schools will require that we have a vision clothed in the realizations that we are working to prepare a new kind of student and that we are facilitating this preparation with new tools. We must be aware of the fact that our goal should be to help students realize the potential of this tool to better serve us in our thinking as well as our daily lives. As M.I.T. Technology Review editor Robert Buderi points out, "Despite being at the forefront of technology, nobody cites technology as a tool for thinking better." Perhaps this is part of the wave of future technology applications. David Warlick, educator and industry expert, points out that one way to move in this direction is to have teachers promote assignments that have as their outcome a behavioral goal such as swaying a reader to one's position as opposed to writing a report "about something" (Poftak, 2002).

Technology brings with it new opportunities and challenges for students and teachers alike. It is a world open to what Leu (2000) describes as a new form of literacy-deictic, which means literacy that is constantly redefined by new technologies and continuously changing environments. If we know anything for sure, we know that this is the playing field--ever evolving, ever changing, ever expanding. The teens in this study recognize this and even anticipate the next big revolution as evidenced by Terri's remark, "I can't imagine computers giving more service than they already do; however, I'm sure it's possible. No one envisioned the Internet until it happened, so I'm sure that there will be other revolutions in the area of computers."

Appendix

Technology Survey

1. At what age did you begin using the computer?

2. How many computers do you have in your home?

3. Did you receive computer instruction in school? If so, when did instruction begin (grade)?

4. Is so, what types of computer applications did they teach you in school?

5. Who introduced you to the computer?

6. Do you use the Internet?

7. If so, do you use any specific search engines to locate information? If so, which ones are your favorite?

8. Do you use the Internet at home?

9. Have you ever ordered anything on the Internet?

10. How often do you use the computer either at home or at school?

--Daily

for what amount of time? --

--Almost every day

--Three times a week

--Rarely

11. For what purpose(s) do you use the computer most frequently?

--enjoyment--chat room--personal research (i.e.health/beauty questions) --school assignments--watching movies--news

12. Do you have your own web page?

13. What are your three favorite websites?

14. List the last three things you used the computer for at home. (examples: school assignments, e-mail, etc.)

15. Have you ever visited a chat room?

16. If so, what are your favorite chat rooms?

17. What is the best thing about this form of communication? (chat rooms) Are there any drawbacks?

18. Do you ever play computer games? If so, name your favorite computer game.

19. Do you use e-mail?

20. How often?

--Daily--Almost every day--Weekly--Monthly--Rarely

21. Do you ever share information that you have read on the Internet with those around you? (ex. For class assignments, for entertainment purposes--movie times, for general information--schedules, times, etc.)

22. If you have shared information, please provide an example of the types of things you have shared with others.

23. Do your parents utilize the Internet and other computer applications? What types?

24. What do you do when you encounter a computer problem or glitch?

25. Do you use the computer with others? In other words, do you share the same "reading," network gaming, or gathering around a terminal? If yes, please give some specific examples.

26. What percentage of your computer use time would be shared with others? --0% --10% --20% --30% --40% --50% --60% --70% --80% or more --Other

27. Describe how you think computers might be fully utilized in a school setting?

28. What types of assignments might teachers give if students were given access to computers in school on a daily basis?

29. In your opinion, how have computers changed our lives?

30. How do you think computers will serve us in the future?

References

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U.S. Department of Education. (1997). Technology literacy. In President Clinton's call to action for American education in the 21st century. Washington, DC: Author. Available (retrieved August 2004): www.ed.gov/updates/PresEDPlan/partl1.html.

Warlick, D. (2001). What are the important qualities education learners need in today's technology driven world? Tech Learning: The Resource for Education Technology, June 15, 2001.

Whelan, D. L. (2004, March). Generation tech. School Library Journal, 50 (3), 48-50.

Lillian Benavente-McEnery, University of Houston--Clear Lake

Lillian Benavente-McEnery, Assistant Professor in Language, Literacy, and Library Science and Director of the Reading Center at the University of Houston--Clear Lake