Perceptions of Computer & Internet Use Among Communication Design Students: New York, NY

Description

This session explores digital wellbeing among communication design students by investigating a range of topics that include expanding technology mode choices for designers in informal and formal learning settings, cybermedia literacy practices, and career identity formation as it relates to the incorporation of creative technologies in an increasingly technology-focused job market.

Takeaway

The session will present insights about the pilot study methodology, validity issues, and the results of the study. The key findings will include excerpts from interviews and surveys, along with mind maps created by the student participants.

Abstract

The purpose of this pilot study is to explore the perspectives of communication design (C.D.) students’ Internet and computer use patterns. Taking as a starting assumption that postsecondary C.D. curriculum has become increasingly technology-focused, this research specifically explores the perceptions of design students toward computer and Internet usage for learning. Literature suggests that mediation of technology use is particularly challenging in the C.D. field, which is a technology-dependent profession (Hefland, 2001; Hara, 2007). Computer and Internet use among C.D. students is unregulated and, in many cases, misunderstood. Rapidly changing technology-driven practices alter the way C.D. students select technologies to incorporate in their educational practices, and how they view their identities as designers (Burton, 2011; Erikson, 1968; Kroger, 2007; Tovey, 2015; Turkle, 2015).

Through informal surveys and interviews, I explore the perceptions of “digitally native” C.D. students in the New York Metropolitan area. I develop a survey and interview protocol to study the participants’ technology preferences, what they like and dislike about these educational technologies, and how they manage their digital communications. Given that design students are constantly immersed in technology use to meet the requirements of the C.D. profession, I argue that a deeper understanding of these practices can support diverse and flexible styles of learning (Efland, 2002; Tovey, 2015).