oru.sePublikationer
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Student-initiated use of technology: friend and foe
Örebro University, School of Humanities, Education and Social Sciences.ORCID iD: 0000-0003-1066-396X
Örebro University, Örebro University School of Business. (Informatik)
2018 (English)In: E-Learning and Digital Media, ISSN 2042-7530, E-ISSN 2042-7530, Vol. 15, no 1, 3-16 p.Article in journal (Refereed) 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. 

Place, publisher, year, edition, pages
Sage Publications, 2018. Vol. 15, no 1, 3-16 p.
Keyword [en]
student-initiated; educational technologies; unintentional learning; Bruce & Levins taxonomy; Deconstructive pragmatism
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
URN: urn:nbn:se:oru:diva-62075DOI: org/10.1177/2042753017752767OAI: oai:DiVA.org:oru-62075DiVA: diva2:1153387
Available from: 2017-10-30 Created: 2017-10-30 Last updated: 2018-01-12Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Authority records BETA

Wiklund, MatildaAndersson, Annika

Search in DiVA

By author/editor
Wiklund, MatildaAndersson, Annika
By organisation
School of Humanities, Education and Social SciencesÖrebro University School of Business
In the same journal
E-Learning and Digital Media
Information Systems, Social aspects

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 158 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf