An investigation into digital technology and a consideration of whether it can enhance learning: one school's application of digital teaching

Coleman, Trudy (2017) An investigation into digital technology and a consideration of whether it can enhance learning: one school's application of digital teaching. Doctoral thesis, University of East Anglia.

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Abstract

The use of digital technology in education is a global concern (Convery, 2009
and Fluck & Dowden, 2011) which touches on many debates: raising attainment
(OECD, 2015; and Somekh, et al., 2007); benefits to learning (Andrews &
Haythornthwaite, 2007; and Harasim, 2012); effects on children (Beltran, et al.,
2008; and Radesky, et al, 2015); mobile technology (Wilshaw, 2012; Bennett,
2015; and Beland & Murphy, 2015); digital native (Prensky, 2001a; 2001b; 2008;
2009; and 2010; and Selwyn, 2009; 2012); digital technology text-books (Mac
Mahon, et al., 2016) and student engagement (Wolper-Gawron, 2012; and
Gallup, 2013). This study is significant because it considers student and teacher
perceptions of digital technology-related practices specifically in relation to a
given subject area (Tamim, et al, 2011; and Howard, et al, 2015).
This study was conducted within the realist paradigm; a 'deep’ case study
approach was used to investigate teachers' and students' perceptions of digital
technology influence on teaching and learning, including subject-specific
similarities and differences. These perceptions were linked to current and recent
debates about new technology. In this study 30 diaries were used to record
student and teacher digital technology use during two weeks and 24 interviews
were conducted in a Norfolk secondary school.
The outcome from this study is that although there is no strong evidence that
the availability of digital technology has led to utopian change, it has caused
small yet significant grassroots changes. The ‘big claim' digital technologies:
interactive whiteboards, visualisers and iPads have not transformed education as
claimed or expected. There has however been an on-going steady incremental
improvement in technology use. The ‘game changer’ digital technologies have
not been the hi-tech technologies but rather the everyday: YouTube, Internet,
data projectors, presentation software and word processors. This study
contributes to the understanding of the digital technology debate which continues
today.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Users 4971 not found.
Date Deposited:	01 Jun 2017 10:21
Last Modified:	01 Jun 2017 10:25
URI:	https://ueaeprints.uea.ac.uk/id/eprint/63642
DOI:

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