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MOBILECHILDREN,YOUNGPEOPLEANDTECHNOLOGYPROJECT
ANEXPLORATORYSTUDYOFMOBILECULTURES’USEOFDIGITALTECHNOLOGYANDNEWMEDIAFORLIVINGANDLEARNING
STEP2016
2
TABLEOFCONTENTS
Introduction..................................................................................................................................3
Theresearch.................................................................................................................................6
Findingsonmobilechildrenandyoungpeople’suseofdigitaltechnology.............................10
Conclusions.................................................................................................................................15
Recommendations......................................................................................................................18
References..................................................................................................................................22
Appendix1..................................................................................................................................26
Appendix2..................................................................................................................................27
STEP2016
3
INTRODUCTION
Thedigitalagendaisanever-growinginitiativewithtechnologybeinglaudedascreatingopen
accesseducationandtheautonomousandempoweredlearner.Innovativetechnology,
software,anddevicessuchasiPadsandsmartphoneshaverevolutionisedfamilylifeand
learning(e.g.Grant,2009;HagueandPayton,2010;Plowmanetal.2010;Scottish
Government2015).Digitaltechnologyisfastbecomingmoreaccessibletoawider
populationasitbecomesmoreaffordable(Greavesetal.2010),portable(Bahretal.2012) -
witheverexpandingandimprovingwirelessconnectivity.
Despitetheproliferationofdigitaltechnology,therealityofdigitalparticipationanda
networkedsocietyisthataccessandconnectednessisfragmented.West(2015)suggests
that4.2billionpeoplearenotpartofthedigitalrevolution.Manychildrenandyoungpeople
havelimitedaccesstotheinternetandonlineopportunities,andeveninpopulationswhere
accessishigh,researchhasshownpoorbreadthanddepthofuse(Elwicketal.2013;
LivingstoneandHelsper,2007;Sutcliffe2010).Forexample,individualswithhigherincomes
aremostactiveine-commerce,aremorelikelytousetheInternettocompareproducts,pay
bills,andusebankingservices(HargittaiandWalejko,2008);andthosewithhigher
SocioeconomicStatus(SES)gainmorematerialbenefitsfrominternetusethanindividuals
fromlowerSES(vanDeursenandHelsper,2015).Youngpeoplefromhighersocioeconomic
familieshavebeenshowntobetheprimarycreatorsofwebcontent(HargittaiandWalejko,
2008)andchildrenandyoungpeoplefromlowerincomefamiliesarefarlesslikelytousethe
internetforschoolworkorcompletehomework(Elwicketal.2013).Thesefindingssuggest
thatsocio-demographiccharacteristicsshapetheuseofdigitaltechnology,information
productionandintegrationoftheinternetintoeverydaylifeandwork(DuttonandBlank,
2011;HelsperandReisdorf,2016).Intheabsenceofqualityaccessordigitalskillsfitfor
employmentand21stcenturylivingandlearning,somearguethatschoolleaversmay
struggletofindjobsandendupsociallyexcluded.
STEP2016
4
Childrenandyoungpeoplefrommobilecommunities1faceongoingbarrierstoaccessingand
achievinginEducation,includingpoorliteracy,limitedresources,variedinternetaccess,
throughinterruptedlearning,andunpredictablepatternsofmobility(Estyn,2011;Padfield,
2008;PadfieldandCameron,2009).Forthesegroupsinparticular,digitaltechnologyhasthe
potentialtobetransformational.Digitaltechnologycansupporthome-schoollinks(Hague
andPayton,2010;Somekhetal.2002),helpaccessandincreaselearningopportunitieswhen
travelling,improvecommunicationwithschoolsandeducators(Pearson),andcreate
networkstosupportlearninganddevelopment.Furthermore,itsmultimodalnature(Kress,
2010)resonateswithmobilecommunities’culturaltraditionsof,forexample,storytelling,
real-worldandsituation-basedlearning,andcustomarymodesofexpression,whichare
deeplyembeddedinthevisual,oral,practicalandmaterial(seeappendix2forsummary
table).
However,withtheexceptionofoccasionalanecdotesaboutmobilefamilies'useofdigital
technology,thereislittleempiricalevidenceonthecurrentlandscapeornationaltrendsof
youngpeoplefrommobilecommunities’useofdigitaltechnology.Inaddition,thereare
inherentchallengespertainingtoaccessinglargesamplesofmobilecommunitiesand
sustainingparticipation.Thisismainlyduetounpredictableandfrequentperiodsofmobility,
issuesoftrustandpoorpatternsofcommunication.
TwopiecesofresearchwhichshowedpromisewereSTEP’se-LearningandTraveller
EducationScotland(eLates)project(STEP2011)whichaimedatreducingthenegativeimpact
ofinterruptedlearningpatternsforyoungGypsy/Travellersbyprovidingaccesstoonline
distancelearningandteaching;andthee-LearningandMobilitiesprojects(eLamp)which
usedlaptopsandtheinternettosupportlearningandcommunicationwithschoolsduring
periodsoftravel(Marks,2006).Althoughtheprojectsshowedsomepromise,funding
challengesmeanttheseinitiativescouldnotbesustained.Nowwithawiderrangeof
1WeusethetermmobilefamilyormobilecommunityasumbrellatermstodescribepeoplefromvarioustravellinggroupsthatcanincludeGypsy/Traveller,RomaandShowfamilies.
STEP2016
5
affordableandhighqualitydigitaltechnology,highdeviceownership,prevalenceofvirtual
learningenvironments,andincreasedandimprovednetworks(freewifi,3Gand4G
connectivity),learningprogrammescanbedesignedaroundthedeviceschildrenandyoung
peoplehaveaccesstoathome.
STEP2016
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THERESEARCH
Thisexploratoryresearchworkgivesvoicetochildrenandyoungpeoplewhoareoftennot
representedbynationalcensusorlarge-scaleresearch,andcontributestoknowledgeand
understandingabouttheuseoftechnologyinmobilecommunities.Theaimoftheproject
wastoexplorechildrenandyoungpeople’spracticesaroundnewmediaanddigital
technologywhensettledandtravelling.Thisaimwasachievedbyansweringthefollowing
researchquestions:
1. Towhatextentdochildrenandyoungpeoplefrommobilecommunitiesconsider
digitaltechnologyanimportantpartofeverydaylife?
2. Whattypesofdigitaltechnologydothechildrenandyoungpeopleuseandwhatare
typicalpracticesaroundthese?
3. Whatroledoesdigitaltechnologyplayinchildrenandyoungpeople'slearningand
educationwithinamobilecontext?
STEPmetwith19childrenandyoungpeople(aged6-16)frommobilecommunitiesacross
Scotland.Researchersusedarangeofdigitalandcreativemethodstopromptdialogue
aboutdigitaltechnology.Methodstookintoconsiderationthepossibilityoflowliteracy,
languageandpreferencefororalandvisualmethods.
THESAMPLE
ThesamplewasrecruitedusingrelationshipsSTEPhadbuiltthroughtheTravellerEducation
Network(TENET)withlocalschoolsandTravellersitesinScotland.Thesecontactswereused
toreachgroupsofchildrenandyoungpeoplefrommobilecommunitieswhowishedtotake
partinthestudy.Thefinalsampleconsistedof19childrenandyoungpeoplefrommobile
communitiesagedbetweensixand16(Figure1),fromtwodifferentTravellinggroups:
Slovakian/RomaandGypsy/Traveller.
STEP2016
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ThesixchildrenbasedinGlasgowwerefromsettledSlovakian/Romafamilieswhospoke
Englishasasecondlanguage.AllchildrenfromtheGlasgowsampleattendedprimaryschool,
andtheyandtheirparentsintendedtomakethetransitiontothelocalsecondaryschool.All
ofthesechildrenhadeitheroldersiblingswhowerealreadypupilsintheaffiliatedsecondary
school,orothersiblingsinthesameprimaryornurseryschools.Theremaining13children,
basedinEdinburgh,HighlandsandAyrshire,werefromsemi-tohighlymobile
Gypsy/Travellerfamilies.Sixchildrencurrentlyattendedprimaryschool,whiletheremainder
hadlimitedexperienceofprimaryandsecondaryschoolingandwerenolongeronschool
roles.
Participants Male Female
Edinburgh(1) 6 3 3
Edinburgh(2) 2 2 0
Glasgow 6 3 3
Highland 3 0 3
SouthAyrshire 2 2 0
Total 19* 10 9
Figure1.Samplebreakdown
*Therewasatotalof25participantsintheoverallstudy–thisincludedsixnon-mobile
childrenwhoparticipatedas‘buddies’forTravellerchildrenintheEdinburghschool-based
sample.
THESETTING
Theresearchersvisitedthechildrenandyoungpeopleintheirrespectiveprimaryschools,
communitycentresoronTravellersites.Venueswereselectedthroughdialoguewith
participants.Inkeepingwiththemethodologicalapproach,itwasimportantthatthesettings
wereconsideredfamiliar,easilyaccessible,comfortableandsafebythechildrenandyoung
people.AnEnglishasanAdditionalLanguage(EAL)teacherandatranslatorwereboth
STEP2016
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presentwhenworkingwiththeSlovakian/RomaparticipantsinGlasgowtosupportdialogue
duringcreativeactivities.
TheresearchersprovidedartmaterialsandiPadsateachsettinginordertoengagein
creativeactivitieswiththeparticipants.Somesettingshadaccesstocomputerssoyoung
peopleengagedincreativeactivitiesonPCs.
METHODOLOGY
Thisresearchadoptedaqualitativemethodologywhichdrawsontheperspectiveofinsiders
fromthemobilecommunities.Bygivingvoicetotheparticipants(Lapanetal.2012),the
researchercanbeflexibleandadapttoparticipants’specificinterests,needsandlevelsof
engagement(RogersandEvans,2008).Theresearchdesignreflectedanticipatedlowwritten
literacyandcommunicationlevelsandplacedemphasisonoralandvisualformsof
participationandexpression.
Theapproachaimedtoencouragemeaningfuldialoguewiththechildrenandyoungpeople-
viewingthemascompetentsocialactors,withuniqueandvaluableknowledgeabouttheir
socialworlds(JamesandProut,1997).Theapproachconteststheviewthatyoucangain
accurateknowledgeaboutpersonalexperiencesjustbyaskingquestions.Basedonthe
assumptionthatthereflectiveprocesscannotbeexpectedtobeimmediate,theresearch
wasparticipativeandcreative,enablingparticipantstotaketime,andusetheirhands,bodies
andmindstoprocesstheirthoughtsinarangeofdifferentways.Throughthisembodied
experienceyoungpeopleareabletoexploreideasaspartofanactivitythatengagesthemon
theirownterms.Examplesofthetypesofcreativegroupactivitiesincludedmaterialand
digitalself-portraiturebasedonidentities,andcreatingtheirownavatarsoniPadstoexplore
theirvirtualpersonas.
Researchersworkedwithpractitionersandyoungpeopletoexploreanddevelopasetof
questions(Appendix1),whichwouldprompttheinitialdiscussions.
STEP2016
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TheresearchproposalwasapprovedbytheUniversityofEdinburghEthicsCommitteeand
ScottishGovernmentEthicsCommittee.Theresearchhasbeenundertakeninaccordance
withtheBritishEducationalResearchAssociation’s(BERA)RevisedEthicalGuidelinesfor
EducationalResearch(2004)andtheBERA’ssecondrevisionoftheEthicalGuidelinesfor
EducationalResearch(2011).Theparticipationofchildrenandyoungpeoplewasvoluntary
andtheywereawarethattheycouldchoosetheirlevelofparticipationintheactivitiesand
thattheycouldoptoutatanypoint.Researchersweresensitivetoanyverbalorbehavioural
signsofdissentthroughouttheworkshops.
Pseudonymsareusedthroughoutthisreport.
STEP2016
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FINDINGSONMOBILECHILDRENANDYOUNGPEOPLE’SUSEOF
DIGITALTECHNOLOGY
WHATISTECHNOLOGY?
Creativediscussionselicitedinterestingideasandthoughtsabouttheconceptoftechnology.
Mostofthegroupshadagoodideaofwhattechnologymeantandprovidedexamplesof
variousdevicessuchasmobilephones,laptopsandgameconsoles.Thegroupofyounger
TravellersfromEdinburgh(1)suggestedthattechnologywas:
‘Shiny,cleanstuff’.Edward
‘Somethingthatmakesmachineswork’.Jimmy
Someoftheoldergroupsprovidedmoreconcreteexamples:
‘Somethinglikeaphoneorawebsite’.Fran
‘It’stheinternetand‘Smart’stuff’.Ben
‘Thelights...andstuffthat’selectric’.Stuart
Therewereafewinstanceswherechildrenandyoungpeoplewereunsureofhowto
describe‘technology’.Butwithfurtherconversationsaboutthetypesofdevicestheyuse,
andsomeexamples,thegroupswerequicktoexpandonotherformsoftechnologyandthe
typesoftechnologytheyuseathomeandinschool.
Severalyoungpeoplerevealedtheirloveoftechnology.Describingtheireverydaypractices-
technologywascentraltosociallives,andcommunicationandentertainment.
‘Ilooovetechnology!Iwoulddiiiiewithoutit!’Fran
STEP2016
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USEOFTECHNOLOGY
Duringthecreativeactivities,allchildrenandyoungpeopleusediPadsandcomputers
confidentlyandcapably–accessingapps,takingphotosandadjustingsettings.iPaduse
promptedfurtherdiscussionabouttheiruseoftablets,smartphonesandothertechnologyin
differentcontexts.Childrenwerepromptedtothinkaboutwhethertechnologyhelpsthem,
andinwhatways.
Theuseofcertaintechnology,suchasphones,takingphotosandplayinggames,was
ubiquitousamongallgroups.Somechildrenandyoungpeopleusedtechnologyforother
purposessuchasschoolwork(creatingpresentationsonPowerPoint)orsocialengagement
(e.g.Facebook).Asidefromafewexamplesofhowchildrenandyoungpeopleused
technologyathomeandatschool,themajorityofaccountsreferredtousingtechnologyin
thehomefortwomainpurposes:socialengagementandentertainment.
SOCIALENGAGEMENT
TheyoungpeoplefromAyrshiredescribedthattheyusetheirphonestocommunicatewith
friendsandaccesssocialnetworkingsitessuchasFacebookorOovoo(videochat).
Technologyhelpedchildrenandyoungpeoplefrommobilefamiliesstayintouchwithfriends
whentravellingforlongperiodsoftime.Childrenandyoungpeoplecouldsociallyengage
withfriendsandfamily,participateinconversationsandsharingdailyeventsirrespectiveof
theirphysicalpresenceduringperiodsofsettlementormobility.
‘IuseOovoototalktomycousinswhenI’mawayorifthey’retravelling.’Milly
LucyfromtheGlasgowgroup(Slovak/Romafamilies),describedhowsheusesFacebookto
chatwithfriends.Inaddition,FacebookandSkypehelpedmaintainrelationshipswithher
familyinSlovakia–allowingfrequentcommunicationandsharingofphotoswithher
grandparents.
STEP2016
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ENTERTAINMENT
ThechildrenandyoungpeoplefromEdinburgh(1)describedusingvariousdevicestowatch
televisionprogrammesandcartoonssuchasSpongebobSquarepants.Manyparticipants
describedplayinggamesonphones,tabletsandgameconsoles(e.g.Xbox).Manyyoung
peoplealsousedtheirmobilephonestotakephotosofplaces,thingsofmeaningtothem,
friends,familiesandpets.Theseimageswereshowntopeersandweresharedwiththe
researcherstoofferanideaofwheretheylivedandthepeopleorpetsthatwereimportant
partoftheirlives.Otheractivitiesusingdigitaltechnologyincludedwatchingclipsand
moviesonYouTube,playingMinecraft,MovieStarPlanet,FlappyBirds,armyandghost
games,listeningtomusic,andwatchingmoviesonphonesandtablets.
OWNERSHIPANDACCESSTOTECHNOLOGYATHOME
ManyoftheparticipantsintheEdinburgh(1)samplestatedthattheyhadinternetaccessat
home,althoughsomesharedinstanceswheretheywere‘cutoff’fromtheinternetforafew
daysthusaffectingtheiruse.
TheAyrshiresampledescribedhavingphones(e.g.iPhone)-althoughonewasbroken.They
wouldusevariousappsandgames,whichtheywouldchangefrequentlywhenbored.One
girlsaidsheusedtohaveaBlackberryandhasatablet(Huddle)athome,whichsheusesto
accessFacebook.
SeveraloftheEdinburgh(1)groupstatedthattheyhadaniPadorothertabletathome,and
thatalltheirparentshadphones.
‘Everyone’sgotaphone!’Gregory
OtherdeviceslistedbyparticipantsasbeingaccessibleinthehomewereanXbox,Wiiand
PlayStation,tablets,phones,iPods,computersandalaptop(althoughthischildaddedthat
thelaptopwasbroken).
STEP2016
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AfewyoungpeopledescribedusingiPads,tabletsandphonesinalternative/mobile
locationssuchasthecarorMcDonalds.However,theirowndevicesweregenerallyused
onlyinthehome/trailer.OnegirlintheGlasgowsamplenotedthatdevicessuchasphones
werenotallowedinclass,whichcoulddictatewhenandwherechildrenandyoungpeople
usetheirmobiledevicesoutsidethehome.
Oneparticipantstatedthattherewerenocomputersathometousebuthismotherdidhave
aniPadwhichsheusestogoontoebay,Gumtree,orFacebooktobuyandsellthings.
Anotherparticipantstatedthathisdadusedacomputerforhisworkbutthatno-oneelse
usedit.
THEROLEOFTECHNOLOGYINLEARNINGANDSCHOOL
Discussionsaroundtheuseoftechnologyforlearningorinschoolrevealeddifferent
attitudes.OneparticipantfromtheEdinburgh(1)groupclaimed:
‘Computersdon’thelpinschool’.Kelly
Otherparticipantswithinthisgroupstatedthattheydonotplayanylearninggames(e.g.
appsinvolvingliteracyornumeracy)ontheiriPad.Theypreferredtoplaywhatthey
describedas‘violentgames’.Whenaskedwhethertheywouldbeinterestedintryingany
learninggames,theconsensuswasthattheywouldn’tbecausetheyweretooboring.
DespitetheHighlandgroupdescribinglimitedaccesstocomputersathome,theschooldid
providelaptops,whichcouldbeusedatschool,andalsotakenhomewhenneededtohelp
withhomework.
Extendingtheirloveofreading,theyoungpeopleinAyrshirehadusedPowerPointtocreate
apresentationoftheirbookreviews.OneofthegirlsalsodescribedusingWattPad-areading
andwritingapp.Theappallowedhertodownloadbooksontoherphoneandreadthem
anywhere,andoffline.
‘Ilovereading!Romance,adventure…likeBeccaFitzpatrick….FallenAngels.’Kim
STEP2016
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Themostin-depthaccountofusingtechnologyatschoolwasfromLucyinthesettled
GlasgowsamplewhodescribedthatthereareICTroomsintheschool,whichsheusesalot.
‘Youcandoworkonthecomputers,write,oryoucanemailotherschools,emailing
otherclassroomsinSlovakia.Thentheyemailusback.Wesometimessendpictures.
Wefindoutwhatthey’redoingandtheyseewhatwe’redoing-likewhatMathswe’re
on.’
Maintaininglinkswithyoungpeopleinhercountryoforiginwasmadepossiblebytheschool
celebratingandvaluingotherculturesandprovidingLucy,andothers,withthedigitaltoolsto
formandsustainrelationships.
AlthoughafewGypsy/Travellerchildrenmentionedusingdigitaltechnologytostayintouch
withfriendsorcousins,thisdidnotoccurinthecontextoftheschool.Unlikesettledgroups,
schoolisnotacentralday-timelocationforchildrenandyoungpeople’speersandfamily
membersonaccountofunpredictablepatternsofmobilityandinconsistentschool
attendance.Forthisreason,themosteffectivemethodofcommunicationisoutsideschool
throughmobilephonesandsocialmedia.
STEP2016
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CONCLUSIONS
ACCESSANDOWNERSHIPINTHEHOME
Accesstodigitaltechnologyishighamongchildrenandyoungpeoplefrommobilefamilies,
butnotuniversal. Acoupleofchildrenreportedthattherewasonlyonedevice,suchasa
laptoportablet, inthehome,andthisbelongedtoaparent.Theiraccountssuggestedthat
theyhadno,orlimitedaccesstoit.Manychildrenstatedthattheyownedorhadfullaccess
toagamesconsole.Allchildrenandyoungpeoplestatedthattheyhadtheirownphones.
DIGITALTECHNOLOGYUSEINTHEHOMEANDINSCHOOL
Thisresearchelucidateshowchildrenandyoungpeople’sdigitalpracticesoutsideschoolcan
shape informal and formal learning. Our findings reinforced the idea that a cultural and
technologicalgapexistsbetweenyoungpeoplelivingandlearningwithtechnology,andthe
existingeducational system (Facer, 2011). Forexample, therewere fewaccountsofusing
laptopsordesktop computers athome for leisureor learning. Themost commondevices
used at home were phones, game consoles and tablets - which were used primarily for
entertainment, social networking and communication. Only one child referred to using a
mobiledeviceinamobilecontext-theremainderonlyusedtheirdevicesinthehome/trailer.
Theuseofcomputerswasmainlywithinschoolorcommunitycentresettings.Phoneswere
notpermittedinschool,thereforenotusedinthiscontext.Thiscontrastsgreatlytochildren
and young people’s interactions with phones outside of school, where all participants
reported having a phone, and used them for a broad range of activities such as social
networking,communication,entertainment,andphotography.
STEP2016
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HIERARCHYOFUSE
Youngpeopletendedtousedigitaltechnologyforsocialnetworkingandcommunicatingwith
family and friends through Skype, email, text and phone calls. The older girls described
extensive use of technology for visual life journaling such as taking photos, using photo
editingsoftware,andFacebook.Theseactivitiestookplaceprimarilyontheirphones-which
theyalsousedtowatchmoviesandlistentomusic.
Incontrast,youngerchildrentendedtousedigitaltechnologyforentertainmentintheform
ofvideogamesandplayfulappsonphones,tablets,andgameconsoles.
STATEMENTABOUTEDUCATIONALUSE
Thisscopingstudysuggeststhatchildrenandyoungpeoplefrommobilecommunitiesusea
rangeofdigital technology. Theuseofcomputerswasmainlywithinschoolorcommunity
centresettings-andintheseinstances,wereusedeffectivelyforlearning.Therewerefew
instanceswhereitwasusedforeducationalpurposeswithinthehome.
Theextenttowhichchildrenandyoungpeoplehaveaccesstotablets,laptopsorcomputers
duringperiodsofmobility, aswell as the levelof support, remainsunclear. Despitemany
stating these devices existed in the home, we cannot assume that they have extended
periodsofaccess(e.g.anumberofchildrennotedthatdevicesbelongedtoandwereusedby
parents for work or leisure), quality and unlimited internet access (i.e. during periods of
mobility,certaingeographicalareashavepoor2Gandno3Gor4G),norcanitbeassumed
that these deviceswill have standard software thatmay be necessary for homework (e.g.
Adobe, Microsoft Word, Apple Pages, Powerpoint). For this reason, using or relying on
technologytocompleteschoolworkmaybechallenging.
Findingssuggestthatthereisthepotentialformobilecommunitiestousedigitaltechnology
to support learning both when settled and during periods of travel. All participants had
accesstoatleastasmartphone,andatmost,laptops,tablets,andgameconsoles,whichcan
STEP2016
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allbeusedtosupportlearninganddevelopment.Allparticipantsexhibitedbasicknowledge
andskillsarounddigitaltechnology.
Basedonourpreliminary findings, themost significanteducationalpotential forboys from
mobile communities lies in the combination of gaming applications and informal learning
opportunities. Game-based learning can support learning and literacy inmanyways. For
example, oral language and discussion generated by game-play is a vital foundation for
literacy development, and group discussion and interaction supports social development
(Gee,2012). Itsmultimodal formmeans thatchildrenmustdevelopnew literacypractices
where they interpret sound, image, and written text, to make sense and problem solve
(Sandford and Williamson, 2005). Games are effective learning environments primarily
becausetheyareinterest-driven-solearnersareengaged,focusedandmotivated(Perrotta
etal.2013).Successfulgame-basedlearninginpracticeisevidencedbycasestudiessuchas
‘UsingMinecraft to teachmath’ (PikeandStuppy,2015)andafter-schoole-games leagues
initiatives(SandfordandWilliamson,2005).
Incontrast,themostsignificanteducationalpotentialforgirlsfrommobilecommunitieslies
within theirengagement in socialmedia. Transferable skills suchasonlinevideoand text-
basedcommunication, imagecreationand sharing,peer support, andcollaborationcanbe
effectively integrated intoa rangeofdifferent learningactivities and in formal educational
settings.
STEP2016
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RECOMMENDATIONS
In light of the evidence for high device ownership among mobile families, our research
suggests that there is great potential for these devices to be integrated into technology-
mediated learning opportunities across informal and formal learning contexts. Key
recommendationsforthistobesuccessfulinclude:
INCREASINGBREADTHANDDEPTHOFUSE
The research suggests that, formany, digital technology is used for thepurposes of social
media,entertainmentandpassivecontentconsumption.Familiescouldbebetterinformed
andsupportedinthemosteffectivewaysofusingtheinternetanddevicesforeducationand
learning.
Childrenandyoungpeopleneedtounderstandhowtousetechnologyasatoolforcreative,
productiveandlife-longlearning.Byimprovingthebreadthanddepthoftechnologyusein
mobilefamilies-learningcanbesupportedinengagingways.
IDENTIFYDIGITALLITERACYLEVELS
Researchers, schools and practitioners need to identify students’ digital literacy levels.
‘Natives’,whetherreferringtocommonrhetoricof‘digitalnatives’ortraditional‘pen-and-ink
literacies,willvarygreatlyintheiraccess(todevices-orbooks),mastership(thelayman,the
author,thepoet),andinterest. Forexample,Gee(2012)suggeststhatthesamegroupsof
peoplewithinthepopulationwhoreceiveandhaveaccesstothehighestlevelsoftraditional
literacy(i.e.highSES)arethesamegroupswhoexperienceandhavehighdigitalliteracy.Itis
thereforenecessary toconsideramorenuanceddigitalpracticeacrosschildhoods -where
somehavestrongaptitudesforarangeofdigitaltechnologiesandmedia,whileothersmay
haveapoorgrasp,andthatspecificsocio-demographicfactorswillshapethetypeofdigital
skills individuals possess, which in turn, shape forms of engagement with the internet
(HelsperandEynon2013). It is therefore important to identify childrenandyoungpeople
frommobilefamilies’digital literacy levels inordertosupportfurther literacydevelopment
for successful learningwithdigital technology.Childrenandyoungpeople shouldhave the
STEP2016
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opportunity tobuildondigital skills,becomecriticalusers,understandtheethical issuesof
online content, and find their voice through digital technology inmeaningful and creative
ways.
IMPLICATIONSFORSCHOOLSTAFFENGAGINGFAMILIES
• Raiseawarenessamongfamiliesofpositivelearningopportunitiesofferedbydigital
technology.
• Recogniseandharnessthemovefromdesktopcomputerstomobiledevices(tablets,
smartphones)infamilydigitalpractice.Suggesthowclassroomlearningcanbe
extendedtothehomeusingdevicesfamiliartoindividualfamilies.
• Parentsalsohavearesponsibilitytoeducatethemselvesontheopportunitiesoffered
bydigitaltechnologyasatooltosupportthepursuitofknowledge,learning,and
positiveeconomicoutcomes.Parentsshouldseekadviceaboutwaystouse
technologytosupportinformallearningoutsideschoolandwhiletravelling.
IMPLICATIONSFORSCHOOLSTAFFOWNDEVELOPMENT/PEDAGOGY
• Considerpriorknowledgeandabilitiesinusingdigitaltechnology.Ateacher’sexisting
digitalpracticesandattitudestowardstechnologycanshapeclassroompracticeand
learning.Drawonexistingskillstosupportmobilechildrenandyoungpeoplelearning
increativeandengagingways.
• Identifyprofessionaldevelopmentneedswithregardtodigitaltechnologyandits
applicationintheclassroom.Researchsuggeststhatnearlyhalfofteachersrarelyuse
technologyintheirclassrooms(Gurney-Read,2015)–formany,duetoalackof
training.Consequently,programmesthatsuccessfullyintegratedigitaltechnologies
intoformaleducationalsettingsensureteachertrainingpriortoimplementation
(O’Malleyetal.2013).Teachers’digitalskillsmayaffectconfidenceintheclassroom
andabilitytoprovidepupilswithtechnicalsupport.Seekprofessionaldevelopment
opportunitiestobuildconfidenceandbreadthofabilitieswhenusingdigital
technologyaspedagogicaltool.
• Useexistingdevicesinmobilefamilylivesintoeffectiveclassroompractice.
STEP2016
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• Developknowledgeandstrategiestosupportmobilechildrenandyoungpeople
throughappropriateapps.
• Extendclassroomlearningtomobiledeviceplatformstomaintaincontinuitythrough
informallearninginthehome.
IMPLICATIONSFORSCHOOLSANDPOLICY-MAKERS
• Initiativesshouldfocusbeyondaccesstotheinternetanddigitaldevices,and
encourageandsupportdigitalliteracyacrossthecurriculum.TheOrganisationfor
EconomicCooperationandDevelopment(OECD2015)showedthatmoredigital
devicesinschoolsdidnotnecessarilyleadtobetterperformance,sorecommends
thatbetterimplementationoftechnologyintheclassroomisthekeytoeffective
learningthroughdigitaltechnology.
• Schoolsshouldempowerchildrenandyoungpeoplefrommobilecommunitiesto
harnesstheopportunitiesofferedbythedigitaltechnologiestowhichtheyhave
access.
• Allowfamiliardevicestobeusedinclassrooms.Implementstrategiestopromptand
supportteacherswitheffectiveintegrationofdigitaltechnologyintoclassroom
learning.
• Teachersshouldreceiveongoingtechnicalandpedagogicalsupporttosustain
positiveandeffectiveuseofdigitaltechnologyintheclassroom.Thisalsoextends
beyondtheclassroom.Teachersmayneedadditionalsupportwhenworkingwith
highlymobilefamilieswherelearningandtechnologyintegrationmustadaptto
transientlifestylesorlowliteracylevels.
• Teachersshouldbegivenopportunitiestotrainonandunderstandtheplatformsthey
willbeusing,andhowtousetheseinthemosteffectivewayswithintheir
subject/curriculumarea.
• Encourageandsupportcontentcreation.Toprovideopportunitiesandinitiatives
wheremobilechildrenandyoungpeoplecancreatedigitalcontentwhichisrelevant
totheircultureandrepresentstheirlivedexperiences.
STEP2016
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• Providehigh-qualitydigitallearningresourcestoeliminatethetime-consumingtaskof
identifyingappropriateandeffectiveappsandsoftwaretosupportlearning.
FINALTHOUGHTS
Thesefindingsreinforcetheneedforasharedvisionforhowdigitaltechnologycanbeused
toimproveoutcomesforyoungmobilelearners.Digitaltechnologyprovidesgreatpromise
forbothlearningandteaching.
Furtherresearchisrequiredintohowdigitaltechnologycanbeusedasasustainabletoolfor
supportinglearninginmobilecultures.
Harnessingthepowerofdigitaltechnology,andsupportingfamiliesindoingthis,isapositive
steptowardclosingtheattainmentgapformobilefamilies.
STEP2016
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APPENDIX1
QuestionsdiscussedthroughrangeofcreativeartsandiPadsactivities
ATTITUDESTOWARDNEWMEDIAANDDIGITALTECHNOLOGY
1. Whatistechnology?
2. Doestechnologyhelpyou?Inwhatways?(e.g.athome,withfamily,reading,school
work,maths,language,travel,socialising)
3. Istechnologyanimportantpartoflearning?
4. IstechnologyanimportantpartofSchool?
5. Isthereanytechnologythatyouthinkwouldhelpyoubutdonothave?Havenottried?
6. DoyouthinktheInternetisuseful?Inwhatways?
7. Whatdoesyourphone/laptop/tabletmeantoyou?Howwouldyoufeelifyoudidn’thavethem?
PRACTICESAROUNDMEDIAANDDIGITALTECHNOLOGY
1. Whattypesoftechnologydoyouuse?(e.g.theinternet,websites,TV,DVDs,mobiledevices)
2. Whatdevicesareinyourhome?(e.g.desktop,TV,Smartphone,gameconsoles,Nintendo,iPad)
3. Whichdevicesdoyouown?[Whodotheotherdevicesbelongto?Parent,sibling?)
4. Whatdoyoudoonthesedevices?(e.g.games,socialmedia,homework,research,
reading,music)
5. Whatwebsiteshaveyouvisitedtoday/thisweek?Whyuseful/good?
6. Whattypesofinformationdoyoulookforonline?
7. Doyouhavetheinternetathome?
8. Wheredoyouusetechnology?(e.g. School,Home,library,friend'shome,Coffeeshops,car,train)
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APPENDIX2
AFFORDANCESOFDIGITALTECHNOLOGYINEDUCATION
SUPPORTINGMOBILECULTURES’LEARNING
1.Multimodalaffordances Resonateswithmobilecultures’formsof
learning,communicationandexpression
2.Storageandresearch Addressesissuesofspaceandstorage
withintrailer
3.Conceptualdevelopmentofsubjectmatter Supportsactivelearningand
consolidationofnewknowledgeand
understanding
4.Communication,sharing,collaboration Supportingcontinuityineducationand
learningsupportnetworksduringperiods
oftravel
5.Contentcreationandinterest-driven
learning
Empoweringyoungpeople,ensuring
contentrelevance,engagementfor
learning
6.Interactive,immersive,andcreative Inspiringandmotivatingpotentially
disengagedlearners,withlowliteracy,
andgapsineducation
Table1:Affordancesofdigitaltechnology:supportinglearninginmobilecultures
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ACKNOWLEDGEMENTS
STEPwouldliketothankthechildrenandyoungpeoplewhowereinvolvedintheresearch.
Theirenthusiasticparticipationandinsightsaregreatlyvalued.STEPwouldalsoliketo
extenditsgratitudetotheschoolsandcommunitycentreswhohostedthegroupworkshops
andwelcomedSTEPtotheirsettings.
FUNDING
ThisresearchwasfundedbytheScottishGovernment(2015-2016).
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