Extending the unified theory of acceptance and use of technology with the problems of digital access to (re)connect the disconnected NEETs

Matli, Walter; Ngoepe, Mpho

doi:10.1080/13511610.2021.1978281

Cited by 3 publications

(4 citation statements)

References 33 publications

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“…Support for disadvantaged youth with developing digital skills they may need help with is important (Eynon and Geniets 2016;Matli and Ngoepe 2021). However, dominant debates and scholarship tend to overly focus on the issues of unequal access, motivation, skills and outcomes online.…”

Section: Discussionmentioning

confidence: 99%

“…These conclusions pose somewhat of a challenge to a dominant body of scholarship that tends to focus on deficits in digital skills and information seeking or on poor quality exposure to technologies resulting in developing a task-oriented information habitus while online (see Robinson 2011;Matli and Ngoepe 2021). Instead, understanding disadvantaged young people in the context of their lifeworlds offers a more plausible explanation to why technologies were not utilised while making occupational choices.…”

Section: Technologies and Occupational Choicesmentioning

confidence: 99%

“…More recently, technological transformations have resulted in the proliferation of renewed approaches to tackling NEEtness. Equipping disadvantaged young people with digital employability skills (such as writing CVs and personal statements, filling in job applications and searching for vacancies online) quickly became an integral part of the existing (or promoted) skills initiatives (BT Skills for Tomorrow, 2021 1 ; Bussi 2014; Matli and Ngoepe 2021). Governed by technological determinism (Selwyn 2012)the simplistic techno-solutions to complex structural issues (Greene 2021)and neoliberal logic of responsibilising youth (Thompson 2011;Davies, Eynon, and Wilkin 2017), yet another 'magic bullet' has been uncritically adopted in response to NEETness.…”

Section: Introductionmentioning

confidence: 99%

“…Governed by technological determinism (Selwyn 2012)the simplistic techno-solutions to complex structural issues (Greene 2021)and neoliberal logic of responsibilising youth (Thompson 2011;Davies, Eynon, and Wilkin 2017), yet another 'magic bullet' has been uncritically adopted in response to NEETness. Little attention, however, has been paid to the importance of one's habitus (rather than simply one's information habitus that depends upon the quality of the Internet exposure or one's ability to use search engines effectively; see Matli and Ngoepe 2021;Robinson 2011), whilst also ignoring the impact of multiple influences on young people's lives/transitions (Selwyn 2012;Davies 2015).…”

Section: Introductionmentioning

confidence: 99%

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Problematising engagement with technologies in transitions of young people identified as ‘Not in Education, Employment or Training’ (NEET) in Scotland

Szpakowicz

2022

Journal of Youth Studies

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Dominant debates and digital upskilling strategies in Scotland have been long underpinned by the notion that engagement with technologies can transform young people's lives. This paper offers a critique of such dominant understandings and contributes to the scarce research on the impact of technologies on disadvantaged young people's life chances. It reports on qualitative fieldwork exploring everyday lives, transitions and technology use amongst 22 NEET-identified Scottish young people aged 16-24, drawing on thinking tools from Bourdieu. Findings show that participants followed 'accelerated' transitions towards vocational pathways, whilst technologies played a liminal role in making occupational choices. Furthermore, processes underpinning the post-16 transitions policy field were found to strongly shape the young people's trajectories, directing them towards the least valuable options in terms of work and training. Concurrently, uncertainties about how to navigate the realm of work and perform the self in relation to the labour force constituted a common feature of participants labouring subjectivities and these were reflected in the ways they used technologies while looking for opportunities. However, even when the young people acquired digital employability skills, these had little impact on their transitions as the old social divisions were a much stronger influence.

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Section: Discussionmentioning

confidence: 99%

Section: Technologies and Occupational Choicesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Problematising engagement with technologies in transitions of young people identified as ‘Not in Education, Employment or Training’ (NEET) in Scotland

Szpakowicz

2022

Journal of Youth Studies

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Has the sustainable development goal of reducing the proportion of youths not in education, employment or training by 2020 been met in Africa?

Ingutia

2022

Vulnerable Children and Youth Studies

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Information and communications technologies in library facilities in disadvantaged rural schools in South Africa: Lessons from Limpopo province

Mojapelo¹,

Durodolu²

2022

EFI

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Universally, information and communications technologies (ICTs) have revolutionised multiple ways of executing tasks in many sectors. In the education sector, ICTs provide a scaffold to enhance technology-driven teaching and learning information needs of the teachers and learners in a school environment. The aim of the study was to investigate the availability and use of ICTs in library facilities in primary schools in disadvantaged rural communities in Limpopo province, South Africa. The study targeted all 18 primary schools in Lebopo Circuit of Mankweng Cluster. Self-administered questionnaires were used to collect data from teacher-librarians who attended a school library workshop at a local high school. Purposive sampling was employed in the selection of the teacher-librarians and all 18 schools were represented by one teacher-librarian. The findings indicate that there are few ICTs used by the teachers to enhance teaching and learning in different library facilities in disadvantaged rural schools. The study recommends that additional ICTs should be procured by the Department of Basic Education (DBE) for distribution to all schools to mitigate technology-driven information needs of teachers and learners. Furthermore, as vandalism was cited as a challenge in all schools, security needs upgrading to protect the few available ICTs.

show abstract

Extending the unified theory of acceptance and use of technology with the problems of digital access to (re)connect the disconnected NEETs

Cited by 3 publications

References 33 publications

Problematising engagement with technologies in transitions of young people identified as ‘Not in Education, Employment or Training’ (NEET) in Scotland

Problematising engagement with technologies in transitions of young people identified as ‘Not in Education, Employment or Training’ (NEET) in Scotland

Has the sustainable development goal of reducing the proportion of youths not in education, employment or training by 2020 been met in Africa?

Information and communications technologies in library facilities in disadvantaged rural schools in South Africa: Lessons from Limpopo province

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