Helping or Hindering? Technology’s Impact on Secondary Students’ Self-Regulated Learning
Prue Salter, University of Technology Sydney, Australia, Australia
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper reports on a technology-related theme emerging from a doctoral study examining a whole-school approach to self-regulated learning. An in-depth case study of an Australian secondary school was used to explore approaches taken to developing self-regulated learners and the perceptions of the school community with respect to these approaches. As part of this study, students’ and parents’ perceptions of the impact of technology on self-regulated learning were examined. Findings indicated that while students were generally positive about the role of technology as a support to self-regulation, particularly for use as a research tool, many students reported that technology was often a distraction from their studies. These perceptions were also reflected in responses from parents. Educators need to address the concerns of students and parents providing support and strategies for maximizing technology as a learning tool as opposed to a negative influence on students’ self-regulated learning.
Salter, P. (2013). Helping or Hindering? Technology’s Impact on Secondary Students’ Self-Regulated Learning. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 2271-2280). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)