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ERIC Number: EJ1149682
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2056-4880
Evolving Digital Divides in Information Literacy and Learning Outcomes: A BYOD Journey in a Scondary School
Adhikari, Janak; Scogings, Chris; Mathrani, Anuradha; Sofat, Indu
International Journal of Information and Learning Technology, v34 n4 p290-306 2017
Purpose: The purpose of this paper is to seek answers to questions on how equity of information literacy and learning outcomes have evolved with the ongoing advances in technologies in teaching and learning across schools. The authors' report on a five-year long bring your own device (BYOD) journey of one school, which was one of the earliest adopters of one-to-one learning devices in New Zealand. Design/methodology/approach: Using a socio-cultural ecological lens for analysis, a longitudinal study has investigated aspects of how digital/information literacy, computer self-efficacy, and nature of technology usage are transforming school and classroom curriculum practices. Findings: Findings of this study reveal a significant shift in social and academic boundaries between formal and informal learning spaces. One-to-one learning devices provide the link between school and home, as students take more ownership of their learning, and teachers become facilitators. Curricula changes and proper technological support systems introduced in the school structures have given agency to students resulting in greater acceptance of the BYOD policy and extensions to learning beyond formal classroom spaces. Digital divide amongst learners has evolved beyond equity in access and equity in capabilities to become more inclusive, thereby paving the way for equity in learning outcomes. Research limitations/implications: This study has been conducted in a school which is located in a relatively high socio-economic region. To achieve a more holistic view, there is a need for further studies to be conducted in schools from low socio-economic communities. Originality/value: This paper adds to the existing literature by sharing teacher reflections on their use of innovative pedagogies to bring changes to classroom curricular practice.
Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand