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The article creates an understanding of how different generations in society explain Information Communication Technologies (ICTs) in tertiary learning institutions. Bullen et al. (2011) mention that society believes that there is a critical variance in the use of technology-related tools in the N-generation and those who were born before. Therefore, the article develops a vivid interpretation of the truth in ICTs habit among students, critically refuting the assertion that generational differences can equally be applied to elucidate the use of ICTs in tertiary learning institutions.
The Internet facilitates the use of the various technological devices and not generations. The authors develop a comprehension that incorporating ICTs among individuals born in different cohorts depends on three elements: immediacy, cost, and familiarity (Bullen et al., 2011). Among the sixty-nine participants who were incorporated to actualize the results, it becomes evident that generational differences cannot explain the technological literacy of people in society. Familiarity denotes that the choice of tools depends on how it matches with the students’ actual needs (Bullen et al., 2011). The article presents a clear picture in the audience that most of the scholars use messaging, Facebook, and email tools because they are well-known to learners despite their generation. Understandably, exposure forms part of why people embrace ICTs in the world. Moreover, the cost is another determining factor for embracing ICTs (Bullen et al., 2011). People often apply diverse tools due to individual affordability and financial status. Immediacy forms the last reason students use ICTs in their daily routines (Bullen et al., 2011). Thus, ICTs usage depends on the immediacy, cost, and familiarity as opposed to generations.
The article primarily uses interviews, observation, and secondary data methods to develop the findings mentioned above. Bullen et al. (2011) opine that the researchers understand that even the Xennials and other cohorts supersede the N-generation through observation. Older individuals pursuing their highest education programs, including PhD, use technological devices which to access the Internet more than the participants who undertake their first degrees. Moreover, through interviews, the researchers comprehend that a high-tech tool’s need depends on its context sensitivity (Bullen et al., 2011). In other words, people across generations use ICTs contingent on necessity, exposure, and affordability, hence refuting the issue of generational divergence to determine the technology routine levels. The authors equally depend on the studies which have been conducted by the previous researchers. For example, the article quotes the 2007 findings of Kennedy and his colleagues (Bullen et al., 2011). Thus, the study captures the trust of the audience, hence viewing it reputable.
The writers embrace success in conveying their message, considering that they use both descriptive methods and figures to enhance understanding among the audience. The authors simplify this research by finding participants who explore different ICT tools (Bullen et al., 2011). The reader can find information presented by the research by focusing on tables only. Moreover, the researchers outline the next topic which requires a study, that is, the actual relationship between educational and social use of ICTs services and tools (Bullen et al., 2011). Hence, it is worth noting that the authors develop their intended message effectively.
In conclusion, the article creates a comprehension that there is inadequate proof to exemplify the relationship between generations and ICTs use. Immediacy, cost, and familiarity are the main factors determining the practice of ICTs instead of generational differences. The authors effectively convey their message, grasping the reader’s attention by use of diverse study methods, including the secondary data option, observation, and interviewing. The writers suggest to other scholars that there is a need to research on the connection between educational and social ICTs usage among students in tertiary learning institutions. Above all, this study is exceptional because it makes the audience comprehend that the current N-generation embraces technology more than the past generations is a fallacy.
Reference
Bullen, M., Morgan, T., & Qayyum, A. (2011). Digital learning in higher education: Generation is not the issue.Canadian Journal of Learning and Technology, 37(1), 2–20. Web.
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