Exploring the role of digital technologies in developing student conceptions of learning

Abstract

The aim of this dissertation is to explore how digital technologies, found in today's technology-enhanced primary classrooms, influence students’ conceptions of learning. Since digital technologies are nowadays more incorporated in students’ learning during the primary years, this research recognized the need for more specific investigations at primary level. This study explored whether learning technologies change primary students’ perceptions of knowledge and learning and if they facilitate student-centered approaches. To provide reliable results, triangulation of data was used. This included interviews with four primary class teachers, questionnaires with sixtytwo grade-5 students and observations in four primary classrooms for one scholastic day in each class. Literature was included to support the findings of this study and to identify any differences. This study found that learning technologies change students’ perceptions of knowledge and learning in different ways. The findings also suggest that learning technologies facilitate student-centered approaches. However, this depends on the teachers’ effective use of technology in class, on the teachers’ attitude towards digital technologies and the variety of available digital tools in class.