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Perceptions of Marginalized Youth on Learning through Technologies

Perceptions of Marginalized Youth on Learning through Technologies
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Author(s): Jean Johnson (Inclusion Trust, UK), Jonny Dyer (Inclusion Trust, UK) and Ben Lockyer (Inclusion Trust, UK)
Copyright: 2012
Pages: 24
Source title: Student Reactions to Learning with Technologies: Perceptions and Outcomes
Source Author(s)/Editor(s): Kathryn Moyle (Charles Darwin University, Australia) and Guus Wijngaards (Inholland University, The Netherlands)
DOI: 10.4018/978-1-61350-177-1.ch009

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Abstract

This chapter examines students’ views of learning with technologies through four related case studies that utilized online learning with marginalized young people. The studies were carried out in the UK, Austria, Ireland, Sweden and the USA with young people aged 14-21 who had dropped out of formal education. Ethnographic research was used but quantitative data was also gathered to contextualize the qualitative approach. The views and opinions of these young people were used to aid the development of online learning platforms and their content for use both with static computers and mobile devices. The results suggested that the young people embrace new technologies in such a way that they evidence deep thinking and deep learning. However, use of technologies in this way is not possible on a large scale within the existing school system. Further research should examine how the school system can better embrace the way that young people use Information and Communication Technologies (ICT) tools into their learning.

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