An investigation into the use of digital technology by key stage 2 children: a positive or negative influence on learning?

McMurdo, Anthony (2014) An investigation into the use of digital technology by key stage 2 children: a positive or negative influence on learning? BA dissertation, University of Portsmouth.

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    Abstract

    This dissertation investigates the potential of digital technology to influence Key Stage 2 children’s learning. The home and school settings were explored independently, then as one, to allow for a more complete analysis of digital technologies influence to take place. A wide variety of literature is used throughout, to facilitate a comprehensive exploration of the many differing perspectives held on digital technology. Seminal learning theories, government reports, in addition to small and large scale studies, are used frequently to provide evidence to support the discussions found within the investigation.
    The discussions within outline the different types of digital technology and learning that are found in both settings. When considered as a whole the investigation presents strong evidence to suggest that digital technology can have a significant influence on a child’s learning. In the school it can potentially aid learning by facilitating the development of higher order thinking skills, in addition to learning skills valuable for future participation in the work force. Whilst in the home video games and edutainment technology strongly appear to result in the development of cognitive skills, in addition to increasing a child’s language and literacy skills.
    However the influence of digital technology is not resoundingly positive. Arguments are put forward that it harms socialization by restricting the traditional outdoor play engaged in by children, in addition to decreasing time spent being socialized by the family. What is more the claim that video games cause children to learn negative behaviour is explored alongside the notion, that digital technology provides an isolating experience that restricts the learning of social skills. Interestingly this investigation found strong evidence to support these negative outcomes; however the cause appeared to be teachers and parent’s lack of digital skills, instead of explicitly the child’s use of digital technology.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Education and Childhood Studies
    Depositing User: Jane Polwin
    Date Deposited: 15 Jul 2015 16:38
    Last Modified: 15 Jul 2015 16:38
    URI: http://eprints.port.ac.uk/id/eprint/17714

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