ERIC Number: EJ1232073
Record Type: Journal
Publication Date: 2019-Nov
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-1013
EISSN: N/A
Reproduction and Transformation of Students' Technology Practice: The Tale of Two Distinctive Secondary Student Cases
Beckman, Karley; Bennett, Sue; Lockyer, Lori
British Journal of Educational Technology, v50 n6 p3315-3328 Nov 2019
Disparities in the technology practices, skills and knowledge of school students still exist, despite widespread investment, and use in schools. In order to understand why inequalities remain, we first need a more nuanced understanding of students' technology practice, including understanding how their backgrounds, circumstances and experiences shape their perceptions of and engagement with technology. This paper proposes that research in the field of educational technology would benefit from a sociological framing in order to highlight how and why students use technology at school and in their everyday lives. The paper reports on a qualitative embedded case study of 13-16-year-old students in two Australian secondary schools. In-depth case studies of two selected students illustrate the complex nature of students' technology practice. Bourdieu's concepts of field, habitus and capital are used as a lens through which to view and understand inequalities in students' technology practice. The findings demonstrate the utility of sociological theory in educational technology research by highlighting systems and structures of reproduction and transformation. Furthermore, the findings can inform an approach to teaching and learning that considers students' varied experiences, knowledge, perspectives and backgrounds relating to technology.
Descriptors: Foreign Countries, Secondary School Students, Technology Education, Educational Technology, Educational Sociology, Student Experience, Teaching Methods
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A