Technology impacts the entire student lifecycle and is integral to the design, delivery and experience of education worldwide. Every two years, Navitas Learning and Teaching services conducts a Student Technology Survey to surface insights into students’ attitudes towards and use of technology. The data and insights from the reports are used to support Navitas’ strategic priorities in technology for teaching and learning through:

• Measurement of progress against goals related to use of technology in teaching and learning
• Data to inform technology policies and procedures
• Information suitable for internal and external benchmarking
• Feedback to inform teacher capability development strategies

Findings from the 2015 Teacher Technology Survey (Navitas Professional and English Programs) are available below. In  2017-18,  Navitas will run its first ever global Navitas Student Technology Survey, with results shared here as they become available.

2018 Student Technology Survey

Video | Slides | Report

The Navitas Student Technology Survey, run by the global Learning and Teaching team, explores how technology is used in diverse learning and teaching contexts at Navitas. Building on six years of qualitative and quantitative research in classrooms and colleges, this year’s report provides our first global view of student behaviours and attitudes towards using technology in learning.

Data was gathered from 7,240 participants studying at 96 Navitas colleges in 26 countries around the world.

Take a look through the findings by clicking on the links above.

For more information, contact Lucy Blakemore or Kooshan Mirzay-Fashami or connect with them on Yammer.

2015 Student Technology Survey

Video | Slides | Animated summary 

In 2015, a Student Technology Survey was conducted across Higher Education, VET and ELICOS colleges in Australia, gathering over 2,000 responses. A summary of the key findings is included below:

Ownership and general use of technology (devices and internet)

• Over 96% of respondents own smartphones and they are used in a wide variety of contexts. There is significant potential for engaging more actively in mobile learning, ‘bitesize’ learning and more targeted, personalised communications across all student groups.
• Students access internet and use technology (particularly larger screens) more in the home than anywhere else. It is essential to understand the wider context of our students’ lives and the impact this has on their ability to access learning and study effectively.

Use of technology in learning contexts

• Students use different technologies according to availability and the task at hand; large-screen devices are most flexible, but students are also attempting an increasing range of study activities on smaller screens (e.g. smartphones).
• Students use a wide variety of formal and informal channels to connect and communicate in their course. There is more to be learned about this aspect of the study experience in order to create engaging learning communities with students.

Student support and general attitudes towards technology

• Students learn about and fix problems with technology by drawing on a range of resources, not necessarily provided by their institution or teachers. A range of formal, informal, self-guided and community-supported approaches will suit differing needs, learning styles and contexts.
• There is general positivity among respondents towards technology for learning, with appetite for further exploration and integration, as well as further guidance and support for the tools, facilities and resources already in place.

For more information, contact Lucy Blakemore or Yindta Whittington or connect with them on Yammer.