The Contribution of Domestication Research to In-Home Computing and Media Consumption

Haddon, Leslie

doi:10.1080/01972240600791325

Cited by 185 publications

(123 citation statements)

References 15 publications

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“…Wild technology tends to be domesticated relatively quickly, and tamed into everyday objects (Haddon, 2006). Domestication leads to technology being taken for granted.…”

Section: Introductionmentioning

confidence: 99%

Pupils in the clouds: Implementation of Google Apps for Education

Lindh¹,

Nolin²,

Hedvall³

2016

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The study focuses on the implications of affordances identified in Google Apps for Education (GAFE), by strategic staff within a Swedish school organisation, with responsibility for schools in around 30 municipalities. A complex picture emerged, where GAFE was perceived both as a neutral, well-functioning tool and as a means of educating in partly new ways. Furthermore, the study shows that GAFE, despite its characteristic of being a non-generative appliance, still can be used in creative ways. The implementation of cloud technology, such as GAFE, endorses a tunnel-vision affordance that downgrades more nuanced perceptions of the different technological, economical, and ethical aspects of the technology. Studying GAFE, different tensions of power emerge: Google vs. the school, IT professionals vs. teachers, management vs. teachers, teachers vs. pupils, Google vs. pupils. Contents1. Introduction 2. Cloud computing as non-generative appliances 3. Method 4. Considerations before implementation 5. Implementation of GAFE 6. The affordances of GAFE 7. Discussion 8. Conclusion IntroductionWild technology tends to be domesticated relatively quickly, and tamed into everyday objects (Haddon, 2006). Domestication leads to technology being taken for granted. Indeed, information technology (IT) usually evolves into unexciting artefacts for routine everyday usage. In modern society, IT has become crucial at home, at work and in schools. Through the introduction of cloud computing the taken for grantedness of, and dependence on, IT seems even greater than ever before. Google Apps for Education (GAFE) is currently being introduced in Swedish schools (the national context of this study) and is successively becoming an accepted generic information technology -a tamed everyday object. This paper investigates how one particular school organisation implements this standard cloud software in their educational settings.Building on constructivist studies of technology and organisation, this article is concerned with GAFE as a generic bundle of IT tools in schools. Constructivist studies tend to draw complex, messy sketches of how technology is developed, negotiated and used within different settings. Technology is seen as co-constructed, rather than following a predestined trajectory. Technologies are not viewed as independent phenomena; rather, they are embedded in their social contexts (Williams and Edge, 1996).Furthermore, this paper is concerned with the issue of power, which has also been addressed within constructivist studies. Four clusters of power studies are possible to detect: 1) political power, 2) corporate power -often with a Marxist perspective, 3) code is law -i.e., power as encoded in the artefacts -and 4) power/knowledge -i.e., power encoded in organisational structures -in line with ideas developed by Foucault (1980). Recently we have seen an increasing number of studies on IT implementation and use within organisations, but this study addresses understandings of why the technology is implemented and how it is used -...

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“…Wild technology tends to be domesticated relatively quickly, and tamed into everyday objects (Haddon, 2006). Domestication leads to technology being taken for granted.…”

Section: Introductionmentioning

confidence: 99%

Pupils in the clouds: Implementation of Google Apps for Education

Lindh¹,

Nolin²,

Hedvall³

2016

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“…It emphasizes on the process by which a technology finds its way into individuals' daily lives and becomes part of their day-to-day activities. As opposed to the other technology adoption models, Haddon (2006) indicates that the domestication framework explores adoption, usage, gratifications, and the roles the new technologies come to play in the new user's lives. Fischer (1992) used the domestication approach to analyze how the telephone technology permeated and transformed the essence of daily activities.…”

Section: The Domestication Approachmentioning

confidence: 99%

“…Domestication is defined as processes whereby people encounter the technologies and deal with them, either rejecting the technologies or fitting them into their everyday routines (Haddon, 2006). Domestication approach focuses on the process in which technology becomes an integral part of a user's everyday habits (Manueli, Latu & Koh, 2007).…”

Section: The Domestication Approachmentioning

confidence: 99%

Closing the Digital Divide in Low-Income Urban Communities: A Domestication Approach

Wamuyu

2017

IJELL

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Aim/Purpose: Significant urban digital divide exists in Nairobi County where low income households lack digital literacy skills and do not have access to the internet. The study was undertaken as an intervention, designed to close the digital divide among low income households in Nairobi by introducing internet access using the domestication framework. Background: Information and Communication Technologies (ICTs) have the potential to help reduce social inequality and have been hailed as critical to the achievement of the Sustainable Development goals (SDGs). Skills in use of ICTs have also become a prerequisite for almost all forms of employment and in accessing government services, hence, the need for digital inclusion for all. Methodology: In this research study, I employed a mixed methods approach to investigate the problem. This was achieved through a preliminary survey to collect data on the existence of urban digital divide in Nairobi and a contextual analysis of the internet domestication process among the eighteen selected case studies. Contribution: While there have been many studies on digital divide between Africa and the rest of the world, within the African continent, among genders and between rural and urban areas at national levels, there are few studies exploring urban digital divide and especially among the marginalized communities living in the low-income urban areas. Findings: Successful domestication of internet and related technologies was achieved among the selected households, and the households appreciated the benefits of having and using the internet for the first time. A number of factors that impede use of internet among the marginalized communities in Nairobi were also identified. Recommendations for Practitioners: In the study, I found that use of differentiated costs internet services targeting specific demographic groups is possible and that use of such a service could help the marginalized urban communities’ access the internet. Therefore, ISPs should offer special internet access packages for the low-income households. Recommendation for Researchers: In this research study, I found that the urban digital divide in Nairobi is an indication of social economic development problems. Therefore, researchers should carryout studies involving multipronged strategies to address the growing digital divide among the marginalized urban communities. Impact on Society: The absence of an Information and Communication Technology (ICT) inclusion policy is a huge setback to the achievement of the SDGs in Kenya. Digital inclusion policies prioritizing digital literacy training, universal internet access and to elucidate the social-economic benefits of internet access for all Kenyans should be developed. Future Research: Future studies should explore ways of providing affordable mass internet access solutions among the residents of low-income communities and in eliminating the persistence urban digital divide in Kenya.

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“…Within the sociology of technology, there is extensive research regarding the appropriation of information and communications technologies (ICTs) within society and specifically in the home (Haddon 2006;Haddon 2007). Within the field of Information Systems however, the major foci of research has tended to be the work organisation (arguably because many Information Systems researchers are located in business schools).…”

Section: Introductionmentioning

confidence: 99%

Social networking and digital gaming media convergence: Classification and its consequences for appropriation

Griffiths

Light

2008

Inf Syst Front

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The Contribution of Domestication Research to In-Home Computing and Media Consumption

Abstract: Original citation: Haddon, Leslie (2006) The contribution of domestication research to in-home computing and media consumption.

Cited by 185 publications

References 15 publications

Pupils in the clouds: Implementation of Google Apps for Education

Pupils in the clouds: Implementation of Google Apps for Education

Closing the Digital Divide in Low-Income Urban Communities: A Domestication Approach

Social networking and digital gaming media convergence: Classification and its consequences for appropriation

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