Abstract
This research examined student perspectives on their in-school, subject specific, technology use in four U.S. public schools. Considering students’ perspectives may provide a significant reframing of adult-created rhetoric of the utopian power of digital technologies for changing teaching and learning. A survey and focus group interviews were administered to 6th and 7th students (n=1,544) in four public middle schools, with varying demographics, that rely on local funding. These four schools revealed moderate use of many well-established digital technologies, such as word processing, presentation software, and quiz games. Students voiced outright hatred for teacher-directed PowerPoint-supported lectures, the most prominent technology activity students experienced, yet reported enjoying creation activities. The students in the rural school with a Hispanic-majority and high economically disadvantaged population reported much lower technology use. Discussion frame the digital inequities in the four schools and emphasizes the need for awareness and inclusion of students’ digital experiences to form any trajectory toward establishing digital equity and learning in schools.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Hughes, J. E., & Read, M. F. (2018). Student experiences of technology integration in school subjects: A comparison across four middle schools. Middle Grades Review, 4(1). https://scholarworks.uvm.edu/mgreview/vol4/iss1/6