Everyday Laptop Use by Children in a Southern Country: A Mixed-Method Approach

Nogry, Sandra; Varly, P.

doi:10.1080/15391523.2017.1388200

Cited by 8 publications

(8 citation statements)

References 33 publications

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Section: Technology Use Outside the Classroom In Rccmentioning

confidence: 99%

“…Children's use of ICT at home in RCC is understudied [40]. Research shows that family support is a predictor of computer use, and that family members act as mediators to appropriate technologies [40], [41]. Nogry [40] examined computer use in a village in Madagascar that was involved in an OLPC project for four years.…”

Section: Technology Use Outside the Classroom In Rccmentioning

confidence: 99%

“…Research shows that family support is a predictor of computer use, and that family members act as mediators to appropriate technologies [40], [41]. Nogry [40] examined computer use in a village in Madagascar that was involved in an OLPC project for four years. Parents, siblings, and peers were also using the laptop with the children, and its use was subject to house rules such as balancing doing homework and playing games.…”

Section: Technology Use Outside the Classroom In Rccmentioning

confidence: 99%

“…As Stevenson puts it "...there is a need to move beyond one-dimensional debates, such as access to ICT ensures use, to more nuanced accounts that focus on the "messy" realities of ICTs usage "as it happens" in the home." [41].…”

Section: Technology Use Outside the Classroom In Rccmentioning

confidence: 99%

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On Designing Blended Learning Environments for Resource-Challenged Communities

Lazem

2019

Int. J. Emerg. Technol. Learn.

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The growth of Information and Communication Technologies (ICT) adop-tion in emerging economies and more broadly Resource-Challenged Com-munities (RCC) motivates the exploration of Blended Learning (BL), a learning mode that mixes face-to-face and technology-mediated instruction. BL has the potential of broadening accessibility to quality learning anytime and anywhere. This article contributes a theoretical perspective for design-ing BL environments in RCC. It synthesizes findings from BL literature and lessons distilled from iconic educational technology projects in RCC to envision a pathway forward that consists of three design heuristics to ad-dress that the contextual challenges in RCC: localizing the problem, em-bracing the complex and nuanced use of technology, and balancing autono-my and scaffolding to support students.

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Section: Technology Use Outside the Classroom In Rccmentioning

confidence: 99%

Section: Technology Use Outside the Classroom In Rccmentioning

confidence: 99%

Section: Technology Use Outside the Classroom In Rccmentioning

confidence: 99%

Section: Technology Use Outside the Classroom In Rccmentioning

confidence: 99%

See 2 more Smart Citations

On Designing Blended Learning Environments for Resource-Challenged Communities

Lazem

2019

Int. J. Emerg. Technol. Learn.

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“…The context of the educational system shapes how students used the devices. For example, primary students in Madagascar used their devices at school mainly as a textbook and rarely used them for production or other uses (Nogry & Varly, 2017); when students from Cyprus used the devices as a research tool they did not combine this use with other uses (Zacharia et al, 2016). Studies conducted in New Zealand reported similar uses found in the current study, such as using for communication, production, seeking information, and as a research tool (Falloon, 2015(Falloon, , 2017a(Falloon, , 2017b.…”

Section: Context Events and Historymentioning

confidence: 51%

Using Digital Devices in Classroom Learning: A Complexity Theory Perspective

Daoud¹

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<p>Using digital devices in primary classrooms has become a common practice in many schools around the world. A considerable amount of research has explored this phenomenon. However, the majority of studies published in highly ranked educational technology journals have focused on the effectiveness of interventions related to using digital devices in primary classrooms and few studies examine students’ use of digital devices during learning which reflects a dominance of the reductionist approach in studying classroom environments. While there is rich literature addressing the outcomes of using devices, much is still unknown about the use itself. The present study aimed to understand how students use digital devices in classroom learning activities. It explored the ways of use, the factors that shaped these uses, and how the uses contributed to the purposes of learning activities. Approaches used to study phenomena in open recursive systems, such as classrooms, should be different from approaches used to study phenomena in closed systems under controlled conditions. Therefore, Complexity Theory provided a framework to understand the socio-materiality of digital devices in classrooms learning. In addition, Actor-Network Theory was used to study the phenomenon in action and Biesta’s (2009) framework of the functions of education to understand the contribution of the uses to educational purposes. This multiple case study was conducted in New Zealand within two schools where two teachers and seven upper-primary students participated in the study. Data were collected across six months through observations, semi-structured interviews, group interviews, informal conversations, student think-aloud interviews and artefacts from learning including video screen-captures. Data were coded and analysed using the thematic analysis and an abductive strategy. From a synthesis of the findings a ‘Using Devices for Classroom Learning’ model was developed in which seven patterns of use were identified. The children used their devices as a source of information, means of communication, production medium, external personal memory, collective memory coordinator, trial-and-error learning space, and as a research tool. Interconnected factors shaped these uses which were related to the educational system, school and classroom environment, teachers, students, and digital technologies. The findings showed how the seven uses contributed to the educational purposes of classroom learning which were classified into students’ qualifications, socialisation, and subjectification. However, some of these uses led to undesirable influence on students’ learning. This study provides theoretical and practical contributions to the field of using digital technologies in education. Complexity thinking, as a holistic approach, sheds light on blind spots of the educational process and acknowledges the complexity and uncertainty when using devices for learning in social complex systems such as classrooms. What emerges in classrooms does not result from separate factors but from a network of relationships and interactions of interconnected factors. The model developed provides an analysis tool for researchers and assists educators and policymakers to understand and anticipate the role of digital devices in classroom learning.</p>

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