ARTICLE #1 | 11
ISSUES 0F STUDENT DIVERSITY AND TECHNOLOGY
known as the Millennials (18-29 years) and Generation X (30 to 45
years), … Befitting their era, they are popularly known as the “digital
natives,” … This group of individuals has not had to adapt to new
technologies. On the contrary, this generation is known for their
avid uses of it. Born into the age of social media they are Internet
connected, users of mobile technology, and connected through social
networking’ (2015:32). Therefore, the evolution of technological
tools for learning; for example from using PowerPoint presentations
in lectures to technology allowing students to participate in those
lectures using polling software, has illuminated the potential for
increased student learning and engagement, regardless of issues
of diversity amongst the student population. As such, due to its
adaptability to different languages, learning styles, and methods of
engagement, technology can be utilized as a powerful tool in the
effort to both attain and retain a diverse student population.
Critical incident
A critical incident can be seen as an occurrence within practice
which prompts us to engage with issues at a deeper level, which
in turn, leads to learning about ourselves, others, or our practices.
The critical incident explored within this paper is that of the use
of technology as a translation tool to be used by students. Several
reoccurrences have since taken place within the author’s own
teaching practices, with the initial incident occurring in 2014:
‘As a relatively young tutor, I felt it important to establish and
reinforce my stance on the use of mobile phones within session
time. After asking one international student to put a mobile phone
away, the student informed me that he had been using it to translate
several words that he did not understand. Initially I did not think
much of the incident and allowed the student to continue to use his
phone as a translation tool.’
However, after a period of reflection, the importance of having
such a translation tool easily accessible to a group of students with
diverse backgrounds became clear. This illustrated further questions
for consideration; how could this tool be used by other students,
should a translation tool be offered by the University or tutor, and
what were the overall implications of having such a tool available in
a Higher Education setting?
Due to the multinational nature of the University classroom,
students from diverse backgrounds may bring to the fore different
perspectives and interpretations of concepts and linguistic turns.
Therefore, rather than the traditional notion that ‘schools continue