No abstract

In developed countries, digital technologies are disrupting every facet of students’ lives. It is no longer an option to turn off devices and disconnect from the outside world at the school gate. Educators are struggling with the number of technologies being introduced and how to safely and effectively integrate these tools in classrooms that have no boundaries. In an era where it seems that each child takes central place on the world stage; always connecting, learning, creating and sharing, it is timely to investigate the experiences of technology-rich 10–14 years old Australian students’ experiences with technology in everyday life, and reflect on the persisting challenges and the new possibilities being created by the myriad choices of technological tools and their uses. The purposive selection of the participants was based on the volunteers’ daily access to personal devices and frequent use of applications and various online platforms. This inductive qualitative study used concept mapping as a tool for conducting research and thematic analysis to identify and explore patterns in the data. Our findings reveal the formation of a fluid and hybrid digital rhizomatic non-hierarchical and multiplicitous network that allows students to connect, think, act, interact, access ideas and resources in ways that may assist educators in closing the gap between formal learning and informal learning whilst living in a rich technology world.