Student Understandings of Information Systems Design, Learning and Teaching: A Phenomenography Approach

Phenomenographic studies have shown clear links between the approach students take to learning and the achievement of deep versus surface learning outcomes in higher education. The context in which learning takes place is a key factor in these studies. The purpose of this research is to discover the conceptions of learning, teaching and information systems design held by a diverse group of 60 second-year university students and to determine whether there are differences between field-dependent and field-independent students. Our context-dependent findings on student conceptions of teaching and learning are descriptive in nature. These findings were integrated into an outcome space of student conceptions of information systems design, which is interpreted with respect to existing theory on differences between field-dependent and field-independent students and the cognitive demands of learning information systems design. The results have implications for teaching practice and further research on the effects of qualitative variations in student conceptions on the achievement of deep versus surface levels of learning about information systems design

Moving beyond access and skills: Transformation in teaching and learning in a BYOD case

Over the last five years, we conducted a longitudinal study to investigate a ‘bring your own device’ (BYOD) initiative by a New Zealand School to integrate one to one digital learning devices into their learning process. Prior research from past projects has revealed adoption of ICTs give rise to three stages of digital divides in society, namely, digital access (i.e., equity in access/ownership of digital learning technologies among learners), digital capability (i.e., equity in digital/information literacy skills and usage) and digital outcome (i.e., equity in knowledge acquisition and progression). This study shares insights on how existing and new digital divides have evolved in BYOD classrooms with the increased penetration of digital technologies into teaching spaces and the wide usage of technologies by students both in and out of school by the BYOD initiative. Following the same path as the three level digital divide framework, we investigated issues pertaining to digital divide in the context of BYOD classrooms to make the following revelations. First, the BYOD classroom initiative did not end up accentuating existing gaps in access to digital devices and information, despite initial results indicating towards a potentially digitally divided classroom. Second, our analysis strongly indicated the presence of gaps in terms of information literacy and critical thinking ability, which was eventually bridged in the later stage, as students slowly adjusted to the classroom curricular structures in the BYOD classroom. Third, learner-self efficacy has been identified as a determinant of learning outcomes. In the earlier phase of ICT adoption, learner self-efficacy is influenced by a combination of information literacy, critical thinking ability, and positive motivation; however subsequently, self-efficacy influences affordances in various aspects of social cognitive abilities related to individual’s learning activities affecting how learners engage and apply technology to shape their learning outcomes

Evolving digital divides in information literacy and learning outcomes: A BYOD journey in a secondary school

Purpose The purpose of this paper is to seek answers to questions on how equity of information literacy and learning outcomes have evolved with the ongoing advances in technologies in teaching and learning across schools. The authors’ report on a five-year long bring your own device (BYOD) journey of one school, which was one of the earliest adopters of one-to-one learning devices in New Zealand. Design/methodology/approach Using a socio-cultural ecological lens for analysis, a longitudinal study has investigated aspects of how digital/information literacy, computer self-efficacy, and nature of technology usage are transforming school and classroom curriculum practices. Findings Findings of this study reveal a significant shift in social and academic boundaries between formal and informal learning spaces. One-to-one learning devices provide the link between school and home, as students take more ownership of their learning, and teachers become facilitators. Curricula changes and proper technological support systems introduced in the school structures have given agency to students resulting in greater acceptance of the BYOD policy and extensions to learning beyond formal classroom spaces. Digital divide amongst learners has evolved beyond equity in access and equity in capabilities to become more inclusive, thereby paving the way for equity in learning outcomes. Research limitations/implications This study has been conducted in a school which is located in a relatively high socio-economic region. To achieve a more holistic view, there is a need for further studies to be conducted in schools from low socio-economic communities. Originality/value This paper adds to the existing literature by sharing teacher reflections on their use of innovative pedagogies to bring changes to classroom curricular practice. </jats:sec