Conceptualising technology practice in education using Bourdieu’s sociology

Evidence from large-scale studies of primary and secondary students’

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’s 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’s 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’ technology practice and

relevant conceptual work. The paper presents a conceptual framework

based on Bourdieu’s 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.