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Full-Text Articles in Education
Reproduction And Transformation Of Students' Technology Practice: The Tale Of Two Distinctive Secondary Student Cases, Karley A. Beckman, Sue Bennett, Lori Lockyer
Reproduction And Transformation Of Students' Technology Practice: The Tale Of Two Distinctive Secondary Student Cases, Karley A. Beckman, Sue Bennett, Lori Lockyer
Faculty of Social Sciences - Papers (Archive)
Disparities in the technology practices, skills and knowledge of school students still exist, despite widespread investment, and use in schools. In order to understand why inequalities remain, we first need a more nuanced understanding of students' technology practice, including understanding how their backgrounds, circumstances and experiences shape their perceptions of and engagement with technology. This paper proposes that research in the field of educational technology would benefit from a sociological framing in order to highlight how and why students use technology at school and in their everyday lives. The paper reports on a qualitative embedded case study of 13-16‐year‐old students …
When A Postgraduate Student Becomes A Novice Researcher And A Supervisor Becomes A Mentor: A Journey Of Research Identity Development, Melinda Kirk, Kylie Lipscombe
When A Postgraduate Student Becomes A Novice Researcher And A Supervisor Becomes A Mentor: A Journey Of Research Identity Development, Melinda Kirk, Kylie Lipscombe
Faculty of Social Sciences - Papers (Archive)
Developing a research identity is a critical space for novice researchers in teacher education. This co-authored self-study explores the experiences of a postgraduate Master of Education student who was working as a novice research assistant with her supervisor and how these experiences contributed to research identify development. Utilising Gee's (2000) Identity Framework as an analytical frame we, a novice researcher and supervisor, examine entries of a reflective research journal and supervisor feedback to gain insights into experiences that both support and constrain positive research identity development. Specifically, we promote mentorship and collaborative research as an effective strategy in normalising the …