Dimensions of adolescents' socio-digital participation

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dc.contributor.author Hietajärvi, Lauri
dc.contributor.author Seppä, Juuso
dc.contributor.author Hakkarainen, Kai
dc.date.accessioned 2018-02-22T09:36:00Z
dc.date.available 2018-02-22T09:36:00Z
dc.date.issued 2016
dc.identifier.citation Hietajärvi , L , Seppä , J & Hakkarainen , K 2016 , ' Dimensions of adolescents' socio-digital participation ' , Qwerty , vol. 11 , no. 2 , pp. 79-98 . < http://www.ckbg.org/qwerty/index.php/qwerty/article/view/241 >
dc.identifier.other PURE: 77540990
dc.identifier.other PURE UUID: 96d07384-f093-4aa5-a955-ed92e9d4e219
dc.identifier.other WOS: 000393327000005
dc.identifier.other ORCID: /0000-0003-3507-7537/work/39203476
dc.identifier.other ORCID: /0000-0003-2149-9237/work/39205685
dc.identifier.uri http://hdl.handle.net/10138/232704
dc.description.abstract This investigation aimed to theoretically conceptualize the components of socio-digital participation (SDP) supported by data collected using a novel SPD-inventory as well as a semi-structured interview -tool. We carried out a pilot study in a Finnish comprehensive school with both quantitative (n=284; age 12-15) and qualitative data (n=35). We identified six conceptually separate dimensions of SDP. Social networking was conceptualized to be more likely to be friendship-driven, and, knowledge- and media-oriented as interest-driven. Academic participation was conceptualized as a separate boundary-crossing dimension between autonomous and controlled study activities. Further, we identifi ed two separate dimensions of gaming: recreational games and action and sports games. Based on the results we propose that in cultivating novel pedagogical practices, the heterogeneity should be recognized instead of onsize- fi ts-all mentality, and, further, that it is critical for the educational system to deliberately facilitate students appropriating of advanced digital practices of working with knowledge and media. fi
dc.description.abstract This investigation aimed to theoretically conceptualize the components of socio-digital participation (SDP) supported by data collected using a novel SPD-inventory as well as a semi-structured interview -tool. We carried out a pilot study in a Finnish comprehensive school with both quantitative (n=284; age 12-15) and qualitative data (n=35). We identifi ed six conceptually separate dimensions of SDP. Social networking was conceptualized to be more likely to be friendship-driven, and, knowledge- and media-oriented as interest-driven. Academic participation was conceptualized as a separate boundary-crossing dimension between autonomous and controlled study activities. Further, we identifi ed two separate dimensions of gaming: recreational games and action and sports games. Based on the results we propose that in cultivating novel pedagogical practices, the heterogeneity should be recognized instead of onesize-fits-all mentality, and, further, that it is critical for the educational system to deliberately facilitate students appropriating of advanced digital practices of working with knowledge and media. en
dc.format.extent 10
dc.language.iso eng
dc.relation.ispartof Qwerty
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.subject digital technologies
dc.subject socio-digital participation
dc.subject technology-mediated learning
dc.subject digital technologies
dc.subject socio-digital participation
dc.subject technology-mediated learning
dc.title Dimensions of adolescents' socio-digital participation en
dc.type Article
dc.contributor.organization Teacher Education
dc.contributor.organization Behavioural Sciences
dc.contributor.organization Education of Education
dc.contributor.organization Research Group for Educational Psychology
dc.description.reviewstatus Peer reviewed
dc.relation.issn 1828-7344
dc.rights.accesslevel openAccess
dc.type.version publishedVersion
dc.identifier.url http://www.ckbg.org/qwerty/index.php/qwerty/article/view/241

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