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Conceptualising technology practice in education using Bourdieu’s sociology

Journal Article


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Abstract


  • 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.

Publication Date


  • 2018

Citation


  • Beckman, K., Apps, T., Bennett, S. & Lockyer, L. (2018). Conceptualising technology practice in education using Bourdieu’s sociology. Learning, Media and Technology, 43 (2), 197-210.

Scopus Eid


  • 2-s2.0-85045246713

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=4528&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3521

Number Of Pages


  • 13

Start Page


  • 197

End Page


  • 210

Volume


  • 43

Issue


  • 2

Place Of Publication


  • United Kingdom

Abstract


  • 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.

Publication Date


  • 2018

Citation


  • Beckman, K., Apps, T., Bennett, S. & Lockyer, L. (2018). Conceptualising technology practice in education using Bourdieu’s sociology. Learning, Media and Technology, 43 (2), 197-210.

Scopus Eid


  • 2-s2.0-85045246713

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=4528&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3521

Number Of Pages


  • 13

Start Page


  • 197

End Page


  • 210

Volume


  • 43

Issue


  • 2

Place Of Publication


  • United Kingdom