Digital technology policies in Canada and Australia: an analysis of new rules for ‘new tech'

O'Mara, Joanne, Laidlaw, Lina, Blackmore, Jillian and Sumara, Dennis 2014, Digital technology policies in Canada and Australia: an analysis of new rules for ‘new tech', in AARE 2014: Joint Conference of the Australian Association for Research in Education and the New Zealand Association for Research in Education: Speaking back through research, AARE, Deakin, A.C.T..

Attached Files
Name Description MIMEType Size Downloads

Title Digital technology policies in Canada and Australia: an analysis of new rules for ‘new tech'
Author(s) O'Mara, JoanneORCID iD for O'Mara, Joanne orcid.org/0000-0003-3511-1125
Laidlaw, Lina
Blackmore, JillianORCID iD for Blackmore, Jillian orcid.org/0000-0002-1049-2788
Sumara, Dennis
Conference name The Australian Association for Research in Education and the New Zealand Association for Research in Education. Joint Conference (2014: Brisbane, Qld.)
Conference location Brisbane, Qld.
Conference dates 30 Nov. - 4 Dec. 2014
Title of proceedings AARE 2014: Joint Conference of the Australian Association for Research in Education and the New Zealand Association for Research in Education: Speaking back through research
Publication date 2014
Publisher AARE
Place of publication Deakin, A.C.T.
Keyword(s) iPads
Policy
Digital Devices
Digital Divide
Access and Equity
Summary As mobile touch screen digital devices (MTSD) have moved into a more prominent position in classrooms and schools, the development of new policies to address these devices have also emerged at a rapid pace. While policy documents aimed at MTSD usage in schools are evident at range of levels, from school-based to education ministries and departments, there is relatively little research that examines such documents or their impact on teaching and learning. This paper reports on initial analyses of educational digital media and MSTD policies in education departments and schools in Victoria, Australia and Alberta, Canada. We examined these policy documents in relation to implications for resourcing, usage and teaching practice, as a part of a large-scale Canadian-funded comparative research project studying digital tools and practices. Schools must mediate and negotiate complex entangled environments that are all at once enabling and dis-abling of innovation, in relation to digital technologies. These complex environments are made visible through a closer reading of artifacts such as policy documents guiding technology use in schools and classrooms. Our paper will interrogate such documents, across both countries (Canada and Australia) and regions (Victoria and Alberta), in relation to several emergent themes: private vs. school funded ownership, attitudes towards ‘bring your own device' (BYOD) initiatives and "co-contributions", equity and access, and surveillance and control. As well, we will address how hopes and fears and understandings of digital literacy are represented, described and enacted through such policies. Our analyses will also contextualize our data in terms of the broader cultural, political and educational considerations that framing and undergirding policies in both countries, and, finally, we will address the different (and similar) assumptions that are communicated within the digital policy documents.
ISSN 1324-9320
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930402 School/Institution Community and Environment
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Grant ID SSHRC IG 435-2013-0590
Copyright notice ©2014, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30076793

Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 60 Abstract Views, 0 File Downloads  -  Detailed Statistics
Created: Tue, 25 Aug 2015, 16:01:11 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.