Teenage Technological Experts' Views of Schooling

Autor/in	Johnson, Nicola F.
Titel	Teenage Technological Experts' Views of Schooling
Quelle	In: Australian Educational Researcher, 36 (2009) 1, S.59-72 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
Schlagwörter	Computer Uses in Education; Access to Computers; Foreign Countries; Adolescents; Computer Literacy; Observation; Interviews; Expertise; Leisure Time; Relevance (Education); Misconceptions; New Zealand + Suchen Sie Ihr Suchwort? Computernutzung; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Computerkenntnisse; Beobachtung; Interviewing; Interviewtechnik; Expert appraisal; Freizeit; Relevance; Relevanz; Missverständnis; Neuseeland
Abstract	Utilising Pierre Bourdieu's formula for studying social practice, this study explored the construction of technological expertise amongst a heterogeneous group of New Zealand teenagers. The qualitative study employed observations and interviews with five boys and three girls aged 13-17, who considered themselves to be technological experts; their peers and/or their family also considered them to be technological experts. For seven of the eight participants, their primary site of leisure was their home computer use. This article gives some examples about how the participants' understand schooling and its relevance to them. It engages with ideas concerning the performance of school, and argues that the participants' practice in this field of home computer use for leisure tends to be misrecognised. The article concludes by discussing the implications this misrecognition has for the structures of formal schooling. (Contains 2 tables.) (As Provided).
Anmerkungen	Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au/aer/contents.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10