Teenage technological experts’ views of schooling

Abstract

Abstract

Conceptualising technology practice in education using Bourdieu's sociology

“…access to technology in the home) are well documented, these five studies, as outlined in Table 1, demonstrate the ability of the theory to investigate more subtle or hidden structures and conditions of the field. These studies explored embodied structures of fields such as students' position of power in the field in regards to technology practice in comparison with parents (Johnson 2009a) and teachers (Johnson 2009c;Taylor 2005), (Beckman, et al 2014) and in online fields (Johnson 2009a(Johnson , 2009b • Family economic capacity evidenced by possession of technologies (Kapitzke 2000;Hollingworth, et al 2011) and to access the internet in the home (Cranmer 2006;Kapitzke 2000;Hollingworth, et al 2011) Cultural capital • Computer attitudes, use and competencies (Tondeur, et al 2011) • Digital tastes and capacity acquire cultural capital at school (North, et al 2007) • Conversion of 'internet literacy' as cultural capital across fields (Taylor 2005) • Capacity to negotiate cyber-relations (Johnson 2009a), navigate harms and risks online (Hollingworth, et al 2011) • Involvement in techno-culture (Kapitzke 2000) • Socialisation into technology practice by family and friends (Beckman, et al 2014) • Family orientation toward education and technology (Cranmer 2006;Hollingworth et al 2011;Sutherland-Smith, et al 2003) • Time invested into developing technological skills and knowledge (Beckman et al 2014) Social capital…”

“…• Networks of technological contacts and support including parents, siblings and others (Beckman, et al 2014;Cranmer 2006;Johnson 2009a;Taylor 2005;Sutherland-Smith, et al 2003) • Opportunities to learn technological skills and knowledge at school from teachers (Johnson 2009c) demonstrating how these relationships according to field can attribute to the agency a student experiences with their technology practice. Understanding the structures of students' home fields, including the differing digital opportunities afforded to students' in these spaces, can provide educational technology researchers with important details about school students' orientation towards technologies (habitus).…”

“…Understanding the structures of students' home fields, including the differing digital opportunities afforded to students' in these spaces, can provide educational technology researchers with important details about school students' orientation towards technologies (habitus). Four of these five studies explored students' transitions between fields, using the structures of the fields to understand tensions or alignments between fields and the associated influence on students' technology practices (Beckman, Bennett and Lockyer 2014;Johnson 2009aJohnson , 2009cTaylor 2005). Focusing on students' negotiations between school and technological workplace fields, Taylor (2005) examined the conditions, boundaries and intersects of each social space.…”

“…The analysis explored the selection process and positioning of females in less desirable positions within the internship technological field, and thus uncovered the ways that such field structures worked to limit the impact of the internship for the female students. As field is a social space (rather than physical), physical spaces such as home or school, can include multiple fields, such as online gaming fields, or field of technology use for educational purposes at home (Johnson 2009a(Johnson , 2009c. The structures and…”

“…Cultural capital was also used to explore students' capacity to navigate, negotiate and convert capital as they move between fields. Six studies also explored students' technological contacts and supports and the associated opportunities to develop technological cultural capital (Beckman, et al 2014;Cranmer 2006;Johnson 2009aJohnson , 2009cTaylor 2005;Sutherland-Smith, et al 2003).…”