'Maybe It's the Environment You Grow Up In?' Australian Primary School Students' Reflections on Their School-Based Digital Literacy

Autor/inn/en	Apps, Tiffani; Agostinho, Shirley; Bennett, Sue
Titel	'Maybe It's the Environment You Grow Up In?' Australian Primary School Students' Reflections on Their School-Based Digital Literacy
Quelle	In: Technology, Pedagogy and Education, 31 (2022) 2, S.231-246 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Apps, Tiffani) ORCID (Agostinho, Shirley) ORCID (Bennett, Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2021.1973550
Schlagwörter	Foreign Countries; Elementary School Students; Student Attitudes; Digital Literacy; Family Environment; Technology Uses in Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Familienmilieu; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Australien
Abstract	Over the past decade, government policies have placed significance on the development of school students' digital literacy as essential to their future participation in society. Yet, assessments of digital literacy continue to indicate that most young people use ICT in a relatively limited way, with varying patterns of digital literacy associated with family background. Drawing on the theory of practice, this qualitative study sought to examine the school-based digital literacy of four Australian primary school students from their own perspectives. Data were collected from home technology experience questionnaires, school-based digital literacy tasks and semi-structured interviews. The results of the study illuminated factors that worked to enable and constrain school-based digital literacy including students' home and school experiences with digital technologies and the different ways that students were able to leverage such experiences. The authors consider the implications for curriculum and pedagogy and provide suggestions for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01