"A large can of worms": Teachers' perceptions of young people's technology use
| dc.contributor.author | Betts, Lucy R. | |
| dc.contributor.author | Spenser, Karin A. | |
| dc.date.accessioned | 2016-11-23T15:01:25Z | |
| dc.date.available | 2016-11-23T15:01:25Z | |
| dc.date.issued | 2015-04 | |
| dc.identifier.citation | Betts, L. R. and Spenser, K. A. (2015) “A Large Can of Worms: Teachers' perceptions of young people's technology use” International Journal of Cyber Behavior, Psychology and Learning, (2):15 | en |
| dc.identifier.issn | 2155-7136 | |
| dc.identifier.doi | 10.4018/ijcbpl.2015040102 | |
| dc.identifier.uri | http://hdl.handle.net/10545/621045 | en |
| dc.description.abstract | Digital technology use is increasingly impacting on the lives of young people. To gain a deeper understanding of the perceived impact of young people's digital technology use, 2 focus groups were conducted with 14 teachers recruited from 2 schools. The focus groups were transcribed verbatim and analysed using Interpretative Phenomenological Analysis. The analysis revealed three themes: changing social dynamics, risk and (ir)responsible behaviour, and disclosure and reporting of cyber bullying. Participants discussed how digital technology was shaping young people's social identity and impacting on established norms when interacting in the social arena. A number of benefits were attributed to technology use but participants also recognised young people's naivety and tendency to anthropomorphise the internet. Finally, there was a perception that young people underreported their experiences of cyber bullying and some of the challenges faced when tackling cyber bullying were discussed. | |
| dc.language.iso | en | en |
| dc.publisher | IGI Global | en |
| dc.relation.url | http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijcbpl.2015040102 | en |
| dc.rights | Archived with thanks to International Journal of Cyber Behavior, Psychology and Learning | en |
| dc.subject | Cyberbullying | en |
| dc.subject | Young people | en |
| dc.subject | Technology use | en |
| dc.subject | Interpretative phenomenological analysis | en |
| dc.title | "A large can of worms": Teachers' perceptions of young people's technology use | en |
| dc.type | Article | en |
| dc.identifier.eissn | 2155-7144 | |
| dc.contributor.department | Nottingham Trent University | en |
| dc.identifier.journal | International Journal of Cyber Behavior, Psychology and Learning | en |
| dc.contributor.institution | Division of Psychology, Nottingham Trent University, Nottingham, UK | |
| dc.contributor.institution | Division of Psychology, Nottingham Trent University, Nottingham, UK | |
| html.description.abstract | Digital technology use is increasingly impacting on the lives of young people. To gain a deeper understanding of the perceived impact of young people's digital technology use, 2 focus groups were conducted with 14 teachers recruited from 2 schools. The focus groups were transcribed verbatim and analysed using Interpretative Phenomenological Analysis. The analysis revealed three themes: changing social dynamics, risk and (ir)responsible behaviour, and disclosure and reporting of cyber bullying. Participants discussed how digital technology was shaping young people's social identity and impacting on established norms when interacting in the social arena. A number of benefits were attributed to technology use but participants also recognised young people's naivety and tendency to anthropomorphise the internet. Finally, there was a perception that young people underreported their experiences of cyber bullying and some of the challenges faced when tackling cyber bullying were discussed. |