Student-Initiated Use of Technology--Friend and Foe

Autor/inn/en	Wiklund, Matilda; Andersson, Annika
Titel	Student-Initiated Use of Technology--Friend and Foe
Quelle	In: E-Learning and Digital Media, 15 (2018) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.1177/2042753017752767
Schlagwörter	Technology Uses in Education; Case Studies; Educational Technology; Foreign Countries; Qualitative Research; Observation; Surveys; Semi Structured Interviews; Sweden + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Unterrichtsmedien; Ausland; Qualitative Forschung; Beobachtung; Survey; Umfrage; Befragung; Schweden
Abstract	A multitude of different technologies are used in school today. Some are provided by the school and others are brought by the individual teacher or student. In addition, different applications are available. In this study the focus is on student-initiated uses of technology and how it conditions learning. Based on a case study with surveys, interviews and an observational time study, it is shown that students appear to be the most frequent users of technology in the classroom and for the most part initiate its use. We also show that they often initiate uses directed towards communication and inquiry. Against the prevailing understanding that students mainly use technology for extra-curricular activities, we found that most of the student-initiated technology and applications related to the task in hand and were therefore not regarded as problematic by teachers or students. However, with regard to student-initiated uses of social media, games and communicative applications the picture is more diverse. In this context, teachers and students complain that such use may distract students, although some regard it as rewarding, for example due to the informal learning or time for contemplation and relaxation that results. We conclude by questioning the dichotomies of curricular-non-curricular and intended-unintended learning and we argue for the need to add contemplation to the taxonomy used for understanding the educational use of information technologies as conditions for learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01