THE USE OF ICT IN INTEGRATION OF FRESHMEN STUDENTS INTO THE ACADEMIC ENVIRONMENT

When entering the university, the student is invited to develop another type of learning, more rigorous, and with a more consistent intellectual autonomy, at the same time freshmen are developing new relationships with knowledge. Once in university, the learning habitus the students had at the end of secondary studies such as memorizing, passive assimilation of disparate, disarticulated materials, lose relevance. Meeting the requirements of a university education involves a change in the way of learning and addressing towards academic tasks. This intellectual and methodological metamorphosis is supplemented by other disruptions due to shifting of this new learning environment for instance the acceptance of behaviours and practices adapted to the pedagogical and social context of the university. The student must build a new temporality, he also must learn how to manage and dominate the time, since his/her whole social and psychological life is being targeted by the new settings. Switching from pupil to student means altering his social role, moreover it is essential he/she changes the way of learning and how he/she intermingles with the academic environment. The main difference between school and higher education is often the amount of support and supervision that is being offered. During secondary school a teacher meets his/her students relatively often and together they set up and monitor the assignments on a regular basis, the teacher being willing to lead the learning they hope to develop, in contrast, the professor cannot meet with students too often due to the particularities of the classes. A certain problem arises when as a young student they feel very lonely and somehow, they have a sense of absence of interaction with their professors, so it is very likely that the freshmen have to assume more responsibilities for planning and completing work tasks, far more then when they were in school. The aim of this article is to show students` perception regarding the way ICT is used for making the transition from secondary education to university considering their communication with the administration staff, professors and colleagues. The paper is based on an exploratory empirical research with a hypothetical-deductive reasoning with premises and variables based on postulates and hypotheses with chances of logical verifiability.学生步入大学校园后，需转向更为严谨、且更具连贯性的知识自主性学习模式，与此同时，新生也正构建着与知识的全新联结。进入大学后，学生在中等教育末期形成的学习惯习（learning habitus）——如机械记忆、被动吸纳零散且无关联的知识材料——便不再适配当下的学习要求。满足大学教育的要求，意味着学生需要转变学习方式与对待学术任务的态度。这种认知与方法论层面的蜕变，还伴随着因全新学习环境变迁带来的其他适应冲击：例如，学生需接纳适配大学教学与社会语境的行为模式与实践方式。学生必须构建全新的时间规划逻辑，学会管理与支配自身时间，因为全新的校园环境将重塑其全部社会与心理生活。从中学生转变为大学生，不仅意味着社会角色的更迭，更要求学生调整学习方式，并学会融入学术环境。中等教育与高等教育的核心差异之一，往往在于二者提供的支持与监管力度不同：中学阶段，教师与学生的见面频率相对较高，会共同制定并定期检查学习任务，且教师会主动引导学生培养期望达成的学习能力；相较而言，大学教授受授课模式特殊性的限制，无法频繁与学生会面。部分新生会因此陷入孤独感，并产生与教师缺乏互动的疏离感，因此他们往往需要承担远多于中学阶段的学习任务规划与完成责任。本文旨在探讨学生对信息与通信技术（ICT）用于中等教育向高等教育过渡环节的感知视角，分析其与行政人员、教师及同学的互动情况。本文基于一项探索性实证研究，采用假设-演绎推理框架，其前提与变量均基于具备逻辑可验证性的公设与假说。