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Student-initiated use of technology: friend and foe
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.ORCID-id: 0000-0003-1066-396X
Örebro universitet, Handelshögskolan vid Örebro Universitet. (Informatik)
2018 (Engelska)Ingår i: E-Learning and Digital Media, ISSN 2042-7530, E-ISSN 2042-7530, Vol. 15, nr 1, s. 3-16Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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. 

Ort, förlag, år, upplaga, sidor
Sage Publications, 2018. Vol. 15, nr 1, s. 3-16
Nyckelord [en]
Student-initiated, educational technologies, unintentional learning, Bruce & Levins taxonomy, Deconstructive pragmatism
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
Informatik
Identifikatorer
URN: urn:nbn:se:oru:diva-62075DOI: 10.1177/2042753017752767Scopus ID: 2-s2.0-85040738533OAI: oai:DiVA.org:oru-62075DiVA, id: diva2:1153387
Tillgänglig från: 2017-10-30 Skapad: 2017-10-30 Senast uppdaterad: 2018-11-28Bibliografiskt granskad

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Wiklund, MatildaAndersson, Annika

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Institutionen för humaniora, utbildnings- och samhällsvetenskapHandelshögskolan vid Örebro Universitet
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E-Learning and Digital Media
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning

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