With this report the Center for Research and Innovation CERI provides a coherent and comprehensive answer to 3 questions:
- Can the claim that today’s learners are New Millennium learners or digital natives, be sustained empirically?
- Is there consistent research evidence demonstrating the effects of technology adoption on cognitive development, social values, and learning expectations?
- What are the implications for educational policies and practice?
Making an interesting contribution to the ongoing debate of the effects of technology attachment and connectedness in learners, particularly concerning their expectations regarding teaching.
One of the findings shows that students don’t want technology to bring a radical change in teaching and learning but would like to benefit more from their added convenience and increased productivity gains in academic word. If those gains do not become apparent to students then reluctance emerges. That maybe related to the uncertainty, disruptiveness and discomfort that discrete technology-based not clearly leading to learning improvements may cause to them