This study explored how students navigate the technological landscape of a public,
land-grant institution. Through online surveys and semi-structured, one-on-one
interviews, the study operated through an anticipatory/participatory lens to research
with the intent of understanding students' experiences with technology at a research
institution. Using this methodology and Triandis and Triandis' (1960) Theory of
Social Distance and Sanford's (1969) Theory of Challenge and Support as theoretical
support, the study identified five themes regarding students' experiences with
technology: (a) differences in students' perceived levels of technological fluency (b)
institutional expectations of students' technological fluency, (c) variance in
institutional training on educational technologies, (d) importance of personal computer
ownership and Internet access, and (e) understanding individual technological needs.
Coupled with the methodology, these findings serve to proffer institutional awareness
and understanding of students' experiences of an institution's technological landscape.