1. BLENDED LEARNING UNIT A Centre for Excellence in Teaching and Learning (Part of the University of Hertfordshire Learning and Teaching Institute) Introduction This poster reports on students’ social and academic uses of technology at the University of Hertfordshire based on a Fresher’s Fair survey handed out to students at the start of the 2007-2008 academic year. The main aim was to identify the differences in academic and social uses of technologies, so that we could attempt to address them in both students’ and teachers’ academic milieus. Data from over 500 students was analysed quantitatively. Social vs. Academic use of Technology Text-messages vs. Internet Text-messaging had the least favourable ‘scores’ for frequency of use (39.9%; never), enjoyment in use (12%; not at all) and usefulness (29.8%; not at all) as a learning technology. However, Internet received the highest ‘scores’ for frequency of use (83.9%; daily), enjoyment in use (56%; extremely enjoyable) and usefulness (83.9%; extremely useful) as a learning technology. How much do you think technology can enhance your learning on your course? Summary: 2005 vs. 2007 While the amount of text-messaging has decreased among students, it has been found that less students are in opposition to the increased use of technology as part of their course: the least favoured learning technique was ‘computer only’ at 70.5%, and that had dropped from 89.6% in 2005. However, face-to-face communication was and still is the preferred learning technique (34% in 2007 vs. 33.1% in 2005). The least favoured learning technique was ‘computer only’ at 70.5%, and that had dropped from 89.6% in 2005. However, face- to-face communication was and still is the preferred learning technique (34% in 2007 vs. 33.1% in 2005). How much would students like to use technology on their course? Technology at University: New Students’ Expectations for Social and Academic Uses Yoeri Goossens, Student Consultant, Blended Learning Unit Y.Goossens@herts.ac.ukY.Goossens@herts.ac.uk Amanda Jefferies, Evaluation Coordinator, Blended Learning Unit A.L.Jefferies@herts.ac.ukA.L.Jefferies@herts.ac.uk Quantitative Results results indicate that the amount of technology use for academic purposes was lower than the amount of social use of technology in most cases, although some of the more academic technologies, including interactive whiteboards, were used more. What is even more interesting is the overall increase in use of these more academic technologies by students, with particular reference to the use of blogs, discussion forums, interactive whiteboards, and wikis. Quantitative analysis also indicates that there has been an increase in the use of social networking sites such as Facebook, YouTube and MySpace. Our research not only shows that students are using more technology, but it also points out the current gaps between social and academic uses of technology (which are decreasing), as well as what students currently use and need to be able to use when they embark on their higher education programme. These results are relevant in terms of targeting, understanding, and addressing these ‘uses of technology’ gaps, particularly in academic circles and for the purposes of supporting learning. Comparison with previous survey results In 2005, a BLU survey reported less than 10% (60) of students had used Wikis for academic purposes; two years later this has increased to 27.9% (158).From 2005 – 2007 use of Interactive whiteboards, Blogs and Wikis have all increased. The least favoured learning technique was ‘computer only’ at 70.5%, and that had dropped from 89.6% in 2005. However, face- to-face communication was and still is the preferred learning technique (34% in 2007 vs. 33.1% in 2005). How much would students like to use technology on their course? How much do you think technology can enhance your learning on your course? What Technology do Students Own?