Engaging with Bourdieu\u27s theory of practice: an empirical tool for exploring school students\u27 technology practice

This article presents Bourdieu\u27s theory of practice as a tool for exploring school students\u27 technology practice in empirical research. The authors provide educational technology researchers with an accessible introduction to the theory of practice. They then detail the conceptual, methodological and analytic application of the theory of practice in two educational technology studies. The application of the theory in the two studies highlights the potential of the sociological framing for informing a robust critical research agenda and understanding the circumstances that can contribute to digital inequalities. Practically, knowledge gained through theoretically informed research is critical for researchers, governments, schools and teachers in working to overcome digital inequalities

Engaging with Bourdieu\u27s theory of practice: an empirical tool for exploring school students\u27 technology practice

This article presents Bourdieu\u27s theory of practice as a tool for exploring school students\u27 technology practice in empirical research. The authors provide educational technology researchers with an accessible introduction to the theory of practice. They then detail the conceptual, methodological and analytic application of the theory of practice in two educational technology studies. The application of the theory in the two studies highlights the potential of the sociological framing for informing a robust critical research agenda and understanding the circumstances that can contribute to digital inequalities. Practically, knowledge gained through theoretically informed research is critical for researchers, governments, schools and teachers in working to overcome digital inequalities

Conceptualising technology practice in education using Bourdieu\u27s sociology

Evidence from large-scale studies of primary and secondary students\u27 technology practices at school over the last decade show disparities in student practices and suggest that schools need to do more to cater for all students. Research that explores the influence of social and cultural factors may be useful for understanding such inequality in student practice. Bourdieu\u27s theory of practice [(1977). Outline of a Theory of Practice. London: Cambridge University Press] is proposed as an example of a sociological theory that can be adopted in educational technology research to move towards understanding the wider complexities of technology practice. To encourage discourse and application of Bourdieu\u27s sociology in the field of educational technology research, this paper provides an introduction to the theory, a review of its application in research of primary and secondary students\u27 technology practice and relevant conceptual work. The paper presents a conceptual framework based on Bourdieu\u27s theory that has been developed through two recent studies, and review of empirical and conceptual works and invites its application in future research so that it can be critiqued and further developed

The role of social cues in supporting students to overcome challenges in online multi-stage assignments

Online technologies can facilitate new assessment designs, where students develop, analyse and reflect upon their learning. Online multi-stage assignments provide students with opportunities to submit and share their work over an extended period in social sharing spaces such as blogging and discussion forums. This study explores the challenges experienced by students while completing online multi-stage assignments and the processes of self-regulated learning students engaged with to overcome such challenges. We present interview data from three qualitative case studies involving 34 students across two Australian universities. The results show all students experienced challenges while working on multi-stage assignments. Students engaged with both online and offline social cues to regulate their learning and overcome task challenges. We discuss the design implications and provide recommendations for further research

The Myth of the Digital Native and What It Means for Higher Education

The term digital native entered popular and academic discourse in the early 1990s to characterize young people who, having grown up surrounded by digital technology, were said to be highly technologically skilled. The premise was mobilized to criticize education for not meeting the needs of young people, thereby needing radical transformation. Despite being repeatedly discredited by empirical research and scholarly argument, the idea of the digital native has been remarkably persistent. This chapter explores the myth of the digital native and its implications for higher education. It suggests that the myth\u27s persistence signals a need to better understand the role of technology in young people\u27s lives. The chapter conceptualizes technology practices, considers how young adults experience technology in their college and university education, and how their practices are shaped by childhood and adolescence. The chapter closes with some propositions for educators, institutions, and researchers

Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting

With an increase in technology to mediate learning and a shift to more student-centred approaches, open-ended online assignment tasks are becoming more common in higher education. Open-ended tasks offer opportunities for students to develop their own interpretations of the requirements, and online technologies offer greater flexibility and afford new types of interactions with teachers and other students. This paper presents a study of students\u27 task interpretation and self-set goals in the context of five open-ended online assignment tasks. The findings presented in this paper demonstrate the importance of a high-quality task understanding for goal setting and suggest practical implications for task design and support