TY - JOUR
T1 - ‘It’s just another nightmare to manage’
T2 - Australian parents’ perspectives on BYOD and ‘ed-tech’ at school and at home
AU - Page Jeffery, Catherine
N1 - Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
Funding Information:
This research was undertaken with the support of an Australian Government Research Training Program Scholarship.
Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - Discussions about computers and media technologies have long been infused with optimistic and future-focused rhetoric about their educational potential. Australian schools have the highest proportion of students using digital media in the OECD, and have implemented a range of ed-tech policies and programmes. Not everyone is satisfied with educational uses of digital media technologies, however. This article documents the concerns, perspectives and experiences of 40 Australian parents in relation to their children’s educational uses of technology. It reveals a number of concerns, including that it undermines parental agency and involvement in their children’s learning; is a source of distraction for their children; makes parental mediation increasingly difficult, and ultimately increases the parenting burden. These findings highlight that governments and schools need to take into account the experiences and concerns of parents when developing school technology programmes and policies.
AB - Discussions about computers and media technologies have long been infused with optimistic and future-focused rhetoric about their educational potential. Australian schools have the highest proportion of students using digital media in the OECD, and have implemented a range of ed-tech policies and programmes. Not everyone is satisfied with educational uses of digital media technologies, however. This article documents the concerns, perspectives and experiences of 40 Australian parents in relation to their children’s educational uses of technology. It reveals a number of concerns, including that it undermines parental agency and involvement in their children’s learning; is a source of distraction for their children; makes parental mediation increasingly difficult, and ultimately increases the parenting burden. These findings highlight that governments and schools need to take into account the experiences and concerns of parents when developing school technology programmes and policies.
KW - BYOD
KW - digital media
KW - parental mediation
KW - Parenting
KW - schools
UR - http://www.scopus.com/inward/record.url?scp=85122246491&partnerID=8YFLogxK
U2 - 10.1080/17439884.2021.2022691
DO - 10.1080/17439884.2021.2022691
M3 - Article
AN - SCOPUS:85122246491
SN - 1743-9884
VL - 47
SP - 471
EP - 484
JO - Learning, Media and Technology
JF - Learning, Media and Technology
IS - 4
ER -