Billington, Christopher (2011)
Ed.Psych.D. thesis, University of Birmingham.
Pupil’s interests in rapidly changing technology pose threats and opportunities in schools. The present research examines the perspectives of pupils, teachers and parents from two high schools in relation to their experiences of using and regulating mobile phones. Psychological and social (psychosocial) influences on regulation and use of mobile phones are explored. Three key psychosocial factors were found to influence behaviour in relation to use and regulation of mobile phones: Teaching and Learning; Value Sets; and Availability. Teaching and Learning – whether there were advantages to mobile phones in school and their compatibility with the school and its principles of teaching. Value Sets – personal values in relation to identity and belonging, self knowledge and individual responsibility. Availability – the feeling that individuals are more available because of technology. The subject area studied is changing rapidly with the introduction of new technology. The study proposes that the relationship between individuals and mobile technology is an evolving one. The study recognises the psychosocial influences on parents, pupils and teachers. Educational psychologists do have knowledge and skills to contribute in relation to modern technology. Key areas include the role of modern technology within identity and belonging, risk taking behaviours and developmental differences.
|Type of Work:||Ed.Psych.D. thesis.|
|School/Faculty:||Colleges (2008 onwards) > College of Social Sciences|
|Department:||School of Education|
|Subjects:||LB Theory and practice of education|
LB2300 Higher Education
L Education (General)
|Institution:||University of Birmingham|
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