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Understanding Students' Use and Value of Technology for Learning

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Learning, Media and Technology Volume 39, Number 3, ISSN 1743-9884


Despite significant research in the field of educational technology, there is still much we do not fully understand about students' experiences with technology. This article proposes that research in the field of educational technology would benefit from a sociological framing that pays attention to the understandings and lives of learners. Within a broader study that aimed to investigate students' use and value of technologies guided by Bourdieu's sociological theory, this article reports on qualitative embedded case study data of 12 students in years 9 and 10 from two Australian secondary schools. The article provides detailed accounts of students' experiences with technologies in various contexts with consideration of the milieu in which technology use occurred, illustrating the heterogeneous and complex network of influencing factors on students' technology practices. The findings and discussion augment the application of Bourdieu's concepts of field, habitus and capital as a tool to view and understand students' varied and complex experiences and relationships with technology.


Beckman, K., Bennett, S. & Lockyer, L. (2014). Understanding Students' Use and Value of Technology for Learning. Learning, Media and Technology, 39(3), 346-367. Retrieved April 19, 2019 from .

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Cited By

  1. Comparison of Technology Use Between Biology and Physics Teachers in a 1:1 Laptop Environment

    Simon J. Crook, Manjula D. Sharma & Rachel Wilson, University of Sydney, Australia

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 126–160

  2. Reconceptualizing technology as a social tool: A secondary school student case study

    Karley Beckman & Sue Bennett, University of Wollongong, Australia; Lori Lockyer, Macquarie University, Australia

    EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 1554–1559

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