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dc.contributor.authorBetts, Lucy R.
dc.contributor.authorSpenser, Karin A.
dc.date.accessioned2016-11-23T15:01:25Z
dc.date.available2016-11-23T15:01:25Z
dc.date.issued2015-04
dc.identifier.citationBetts, 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):15en
dc.identifier.issn2155-7136
dc.identifier.doi10.4018/ijcbpl.2015040102
dc.identifier.urihttp://hdl.handle.net/10545/621045en
dc.description.abstractDigital 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.isoenen
dc.publisherIGI Globalen
dc.relation.urlhttp://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijcbpl.2015040102en
dc.rightsArchived with thanks to International Journal of Cyber Behavior, Psychology and Learningen
dc.subjectCyberbullyingen
dc.subjectYoung peopleen
dc.subjectTechnology useen
dc.subjectInterpretative phenomenological analysisen
dc.title"A large can of worms": Teachers' perceptions of young people's technology useen
dc.typeArticleen
dc.identifier.eissn2155-7144
dc.contributor.departmentNottingham Trent Universityen
dc.identifier.journalInternational Journal of Cyber Behavior, Psychology and Learningen
dc.contributor.institutionDivision of Psychology, Nottingham Trent University, Nottingham, UK
dc.contributor.institutionDivision of Psychology, Nottingham Trent University, Nottingham, UK
html.description.abstractDigital 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.


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