Psychosocial influences on the use and regulation of mobile phones in high schools. Perspectives from pupils, teachers and parents, an exploratory case study approach.

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http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/3847 http://eprints.org/relation/ispreviewThumbnailVersionOf http://etheses.bham.ac.uk/id/document/3847 http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/3847 archive 4031 disk0/00/00/16/99 2011-06-30 12:32:23 2019-01-23 09:54:41 2011-07-19 16:40:27 thesis show 0 Billington Christopher University of Birmingham Psychosocial influences on the use and regulation of mobile phones in high schools. Perspectives from pupils, teachers and parents, an exploratory case study approach. unpub LB LB2300 BF L1 10col_socs Pupil’s interests in rapidly changing technology pose threats and opportunities in schools. The present research examines the perspectives of pupils, teachers and parents from two high schools in relation to their experiences of using and regulating mobile phones. Psychological and social (psychosocial) influences on regulation and use of mobile phones are explored. Three key psychosocial factors were found to influence behaviour in relation to use and regulation of mobile phones: Teaching and Learning; Value Sets; and Availability. Teaching and Learning – whether there were advantages to mobile phones in school and their compatibility with the school and its principles of teaching. Value Sets – personal values in relation to identity and belonging, self knowledge and individual responsibility. Availability – the feeling that individuals are more available because of technology. The subject area studied is changing rapidly with the introduction of new technology. The study proposes that the relationship between individuals and mobile technology is an evolving one. The study recognises the psychosocial influences on parents, pupils and teachers. Educational psychologists do have knowledge and skills to contribute in relation to modern technology. Key areas include the role of modern technology within identity and belonging, risk taking behaviours and developmental differences. 2011-07 2011-03 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 372 University of Birmingham School of Education d_ep FALSE na 2011-07 graduation