Abstract
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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.