Understanding Students' Use and Value of Technology for Learning

Autor/inn/en	Beckman, Karley; Bennett, Sue; Lockyer, Lori
Titel	Understanding Students' Use and Value of Technology for Learning
Quelle	In: Learning, Media and Technology, 39 (2014) 3, S.346-367 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2013.878353
Schlagwörter	Foreign Countries; Technology Uses in Education; Educational Technology; Secondary School Students; Social Theories; Case Studies; Student Attitudes; Structured Interviews; Semi Structured Interviews; Diaries; Computer Mediated Communication; Computer Games; Family Environment; Internet; Electronic Mail; Writing (Composition); Student Research; Laptop Computers; Handheld Devices; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Sekundarschüler; Gesellschaftstheorie; Case study; Fallstudie; Case Study; Schülerverhalten; Diary; Tagebuch; Computerkonferenz; Computer game; Computerspiel; Computerspiele; Familienmilieu; Elektronischer Briefkasten; Schreibübung; Studentenforschung; Laptop computer; Laptop; Computer; Digitalrechner; Qualitative Forschung; Australien
Abstract	Despite significant research in the field of educational technology, there is still much we do not fully understand about students' experiences with technology. This article proposes that research in the field of educational technology would benefit from a sociological framing that pays attention to the understandings and lives of learners. Within a broader study that aimed to investigate students' use and value of technologies guided by Bourdieu's sociological theory, this article reports on qualitative embedded case study data of 12 students in years 9 and 10 from two Australian secondary schools. The article provides detailed accounts of students' experiences with technologies in various contexts with consideration of the milieu in which technology use occurred, illustrating the heterogeneous and complex network of influencing factors on students' technology practices. The findings and discussion augment the application of Bourdieu's concepts of field, habitus and capital as a tool to view and understand students' varied and complex experiences and relationships with technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10