Documents Contributed by ECAR, CMS, and Student IT Competencies

Presentation at the Sixth Annual ECAR Symposium, December 5-7, 2007, in Boca Raton, Florida. What information technologies are used by undergraduates? How does IT contribute to their academic experiences and learning? What has changed since 2005? ECAR presents 10 key findings from the fourth annual survey of undergraduates, with responses from 27,846 students at 103 higher education institutions.
How to Cite This Work: Caruso, Judith Borreson, and Gail Salaway. "Highlights of the 2007 ECAR Study of Students and Information Technology." Presentation at the ECAR Symposium, Boca Raton, FL, December 5-7, 2007, available from http://www.educause.edu/ecar.

This 2007 ECAR research study is a longitudinal extension of the 2004, 2005, and 2006 ECAR studies of students and information technology. The study, which reports noticeable changes from previous years, is based on quantitative data from a spring 2007 survey and interviews with 27,846 freshman, senior, and community college students at 103 higher education institutions. It focuses on what kinds of information technologies these students use, own, and experience; their technology behaviors, preferences, and skills; how IT impacts their experiences in their courses; and their perceptions of the role of IT in the academic experience.

This document presents the key findings of The ECAR Study of Undergraduate Students and Information Technology, 2007. This 2007 ECAR research study is a longitudinal extension of the 2004, 2005, and 2006 ECAR studies of students and information technology. The study, which reports noticeable changes from previous years, is based on quantitative data from a spring 2007 survey and interviews with 27,846 freshman, senior, and community college students at 103 higher education institutions. It focuses on what kinds of information technologies these students use, own, and experience; their technology behaviors, preferences, and skills; how IT impacts their experiences in their courses; and their perceptions of the role of IT in the academic experience.

This roadmap synthesizes the important issues and recommended actions drawn from The ECAR Study of Undergraduate Students and Information Technology, 2007. A longitudinal extension of the 2004, 2005, and 2006 ECAR studies of students and information technology, this 2007 study reports noticeable changes from previous years. It is based on quantitative data from a spring 2007 survey and interviews with 27,846 freshman, senior, and community college students at 103 higher education institutions. It focuses on what kinds of information technologies these students use, own, and experience; their technology behaviors, preferences, and skills; how IT impacts their experiences in their courses; and their perceptions of the role of IT in the academic experience.

This ECAR research bulletin highlights some of the similarities and differences between students attending four-year institutions and those attending community colleges, focusing on those areas where there are challenges and opportunities for using IT to improve students' academic experiences. Since 2004, ECAR has conducted an annual study of how students in higher education perceive the impact of information technology on their academic experiences. In its third year of undertaking the study (2006), fully 96 institutions participated, including eight two-year community colleges. From those eight community colleges, a total of 3,380 students responded to the survey for the study, representing 11.8 percent of the total survey respondents.

Presentation at the Fifth Annual ECAR Symposium, December 6-8, 2006, in Carefree, Arizona. This presentation offers results of ECAR's 2006 study of the information technology use and competencies of nearly 29,000 students from 96 higher education institutions.

A longitudinal extension of the 2004 and 2005 ECAR studies of students and information technology, this 2006 study is based on quantitative data from nearly 29,000 freshman and senior students at 96 higher education institutions. It focuses on what kinds of information technologies today's students are using, with what levels of skill they are using them, how IT use contributes to the undergraduate experience, and what value the use of IT adds in terms of learning. A corporate edition is available here.

This roadmap synthesizes the important issues and recommended actions drawn from The ECAR Study of Undergraduate Students and Information Technology, 2006. A longitudinal extension of the 2004 and 2005 ECAR studies of students and information technology, this 2006 study is based on quantitative data from nearly 29,000 freshman and senior students at 96 higher education institutions. It focuses on what kinds of information technologies today's students are using, with what levels of skill they are using them, how IT use contributes to the undergraduate experience, and what value the use of IT adds in terms of learning.

This document presents the key findings of The ECAR Study of Undergraduate Students and Information Technology, 2006. A longitudinal extension of the 2004 and 2005 ECAR studies of students and information technology, this 2006 study is based on quantitative data from nearly 29,000 freshman and senior students at 96 higher education institutions. It focuses on what kinds of information technologies today's students are using, with what levels of skill they are using them, how IT use contributes to the undergraduate experience, and what value the use of IT adds in terms of learning.

Presentation at the Fifth Annual ECAR/HP Summer Symposium for Higher Education IT Executives, June 28-30, 2006, Coronado, California. This presentation offers preliminary results of ECAR's 2006 study of nearly 29,000 students from 96 higher education institutions.