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

6

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

7

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

8

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

9

TheresearchproposalwasapprovedbytheUniversityofEdinburghEthicsCommitteeand

ScottishGovernmentEthicsCommittee.Theresearchhasbeenundertakeninaccordance

withtheBritishEducationalResearchAssociation’s(BERA)RevisedEthicalGuidelinesfor

EducationalResearch(2004)andtheBERA’ssecondrevisionoftheEthicalGuidelinesfor

EducationalResearch(2011).Theparticipationofchildrenandyoungpeoplewasvoluntary

andtheywereawarethattheycouldchoosetheirlevelofparticipationintheactivitiesand

thattheycouldoptoutatanypoint.Researchersweresensitivetoanyverbalorbehavioural

signsofdissentthroughouttheworkshops.

Pseudonymsareusedthroughoutthisreport.

STEP2016

10

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

11

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

12

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

13

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

14

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

15

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

16

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

17

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

18

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

19

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

20

• 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

21

• Providehigh-qualitydigitallearningresourcestoeliminatethetime-consumingtaskof

identifyingappropriateandeffectiveappsandsoftwaretosupportlearning.

FINALTHOUGHTS

Thesefindingsreinforcetheneedforasharedvisionforhowdigitaltechnologycanbeused

toimproveoutcomesforyoungmobilelearners.Digitaltechnologyprovidesgreatpromise

forbothlearningandteaching.

Furtherresearchisrequiredintohowdigitaltechnologycanbeusedasasustainabletoolfor

supportinglearninginmobilecultures.

Harnessingthepowerofdigitaltechnology,andsupportingfamiliesindoingthis,isapositive

steptowardclosingtheattainmentgapformobilefamilies.

STEP2016

22

REFERENCES

Bahr,M.W.,Gouwens,D.A.andSchuh,G.(2012)Evaluationofhandheldcomputersfor

directsystematicclassroomobservation.ComputersintheSchools,29(3),268–284.doi:

10.1080/07380569.2012.702720.

BERA.(2004)BritishEducationalResearchAssociation:RevisedEthicalGuidelinesfor

EducationalResearch,BERA,Notts.

Dutton,W.H.andBlank,G.(2011)NextGenerationUsers:TheinternetinBritain,Oxford

InternetSurvey,OxfordInternetInstitute,UniversityofOxford.

Elwick,A.,Liabo,K.,Nutt,J.andSimon,A.(2013)Beyondthedigitaldivide:youngpeopleand

ICT,SocialScienceResearchUnit(SSRU),IOE,UniversityofLondon,CfBTEducationTrust.

http://cdn.cfbt.com/~/media/cfbtcorporate/files/research/2013/r-beyond-the-digital-divide-

perspective-2013.pdf

Estyn(2011)TheEducationofGypsyTravellerpupils:Anupdateonprovisioninsecondary

schools,March2011Cardiff.Availableathttp://www.estyn.gov.uk/.../the-education-of-

gypsy-traveller-pupils-an-update-on-provision-in-secondary-schools-june-2011/

Facer,K.(2011)LearningFutures:Education,TechnologyandSocialChange,Routledge,

London.

Gee,J.(2012)TheOldandtheNewintheNewDigitalLiteracies,TheEducationalForum,76

(4)pp.418-420,DOI:10.1080/00131725.2012.708622

Grant,L.(2009).Learninginfamilies:Areviewofresearchevidenceandthecurrent

landscapeofLearninginFamilieswithdigitaltechnologies.GeneralEducatorsReport.

FutureLab.

Greaves,T.,Hayes,J.,Wilson,L.,Gielniak,M.andPeterson,R.(2010)Thetechnologyfactor:

Ninekeystostudentachievementandcost-effectiveness.Shelton:MDR.Retrievedfrom

http://education.ky.gov/districts/tech/kmp/Documents/Technology%20Factor.pdf

STEP2016

23

Gurney-Read,J.(2015)Classroomtechnology'rarelyused'byhalfofteacher,TheTelegraph,

RetrievedFeb2016

http://www.telegraph.co.uk/education/educationnews/12013650/Classroom-technology-

barely-used-by-half-of-teachers.html

Hargittai,E.andWalejko,G.(2008)Theparticipationdivide:Contentcreationandsharingin

thedigitalage.Information,Communication&Society,11,(2)pp.239-256.RetrievedJune6,

2008,fromhttp://dx.doi.org/10.1080/13691180801946150

Hague,C.andPayton,S.(2010)Digitalliteracyacrossthecurriculum.Bristol:Futurelab.

www.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf

Helsper,E.andEnyon,R.(2013)Pathwaystodigitalliteracyandengagement.European

JournalofCommunication,28(6)pp.696-713.ISSN0267-3231

Helsper,E.andReisdorf,B.(2016)Theemergenceofa“digitalunderclass”inGreatBritain

andSweden:Changingreasonsfordigitalexclusion,NewMedia&Society,onlinefirst3rd

March,pp.1-18.DOI:10.1177/1461444816634676

James,A.andProut,A.(1997)ConstructingandReconstructingChildhood:Contemporary

issuesinthesociologicalstudyofchildhood,Routledge,London.

Kress,G.(2010)Multimodality:Asocialsemioticapproachtocontemporarycommunication,

Routledge,Oxon.

Livingstone,S.andHelsper,E.(2007)Gradationsindigitalinclusion:children,youngpeople

andthedigitaldivide,NewMedia&Society,9(4).pp.671-696.DOI:

10.1177/1461444807080335

Marks,K.(2006)SchoolSupportedDistanceLearning:Agoodpracticeguidebasedonusing

ICTtosupportworkwithcommunitieswhichhaveatravellingtradition,Departmentfor

EducationandSkills.ISBN:978-1-84478-833-0

OECD(2015)Students,computersandlearning:Makingtheconnection,PISA,OECD

Publishing.http://dx.doi.org/10.1787/9789264239555-en

STEP2016

24

O'Malley,P.,Jenkins,S.,Wesley,B.,Donehower,C.,Rabuck,D.andLewis,M.(2013)

EffectivenessofUsingiPadstoBuildMathFluency.KennedyKriegerInstitute,Baltimore

Maryland.

Padfield,P.(2008)EducationattheMargins:Learnersoutsidemainstreamschooling,Ch.87

inTG.BryceandW.M.Humes(eds),ScottishEducation:BeyondDevolution,(3rdEd)

EdinburghUniversityPress.

Padfield,P.andCameron,G.(2009)InclusiveEducationforChildrenandYoungPeoplewith

InterruptedLearninginScotland,InP.Alan(ed)Traveller,NomadicandMigrantEducation,

pp.29-46,Routledge,London.

PearsonResearchandInnovationNetwork,TeachinginaDigitalAge,ThePositiveResultsof

ParentCommunication,accessed4.1.16http://researchnetwork.pearson.com/teaching-in-a-

digital-age/stronger-communication

Perrotta,C.,Featherstone,G.,Aston,H.andHoughton,E.(2013)Game-basedLearning:

LatestEvidenceandFutureDirections(NFERResearchProgramme:InnovationinEducation).

Futurelab.Slough:NFER.

Pike,J.andStuppy,J.(2015)UsingMinecrafttoteachmath,Availableat

https://www.iste.org/explore/articleDetail?articleid=558

Plowman,P.,Stephen,C.,andMcPake,J.(2010)GrowingUpWithTechnology:Young

ChildrenLearninginaDigitalWorld,Routledge,London.

Sandford, R. and Williamson, B. (2005) Games and Learning, Futurelab. Available at

https://www.nfer.ac.uk/publications/FUTL27/FUTL27handbook.pdf

ScottishGovernment(2015)LiteratureReviewontheImpactofDigitalTechnologyon

LearningandTeaching,ResearchFindings,SocialResearch,Children,EducationandSkills.

Availableathttp://www.gov.scot/Publications/2015/11/2488

Somekh,B.,Lewin,C.andMavers,D.(2002)UsingICTtoEnhanceHomeSchoolLinks:an

EvaluationofCurrentpracticeinEngland.DfES/Becta.

STEP2016

25

STEP(2011)eLearningandTravellerEducationScotland(eLates).Availableat

http://www.scottishtravellered.net/elates.html

Sutcliffe,D.(2010)Youngpeopleandthedigitaldivide:datafromtheOxfordInternet

Surveys.http://oxis.oii.ox.ac.uk/blog/young-people-and-digital-divide-data-oxford-internet-

surveys/

vanDeursen,A.andHelsper,E.(2015).TheThird-LevelDigitalDivide:WhoBenefitsMost

fromBeingOnline?,inL.Robinson,S.Cotten,J.Schulz,T.Hale,A.Williams(ed.)

CommunicationandInformationTechnologiesAnnual(StudiesinMediaand

Communications,Vol10)EmeraldGroupPublishingLimited,pp.29–52.

West,D.(2015)Digitaldivide:ImprovingInternetaccessinthedevelopingworld,Centerfor

technologyInnovation,Brookings,DC,USA.

STEP2016

26

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)

STEP2016

27

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

STEP2016

28

ACKNOWLEDGEMENTS

STEPwouldliketothankthechildrenandyoungpeoplewhowereinvolvedintheresearch.

Theirenthusiasticparticipationandinsightsaregreatlyvalued.STEPwouldalsoliketo

extenditsgratitudetotheschoolsandcommunitycentreswhohostedthegroupworkshops

andwelcomedSTEPtotheirsettings.

FUNDING

ThisresearchwasfundedbytheScottishGovernment(2015-2016).

STEP2016

29