Interpreting technologically fluent classrooms: digital natives’ attitudes towards the use of technology in primary schools in Norway.

Abstract

This qualitative study provides baseline data on young learner attitudes towards the use of technology in primary schools. Through individual interviews, the students highlighted the importance of its application and acknowledged its potential in the education process. The benefits that they put forward are grouped into four categories: technology-infused classrooms promote (1) collaboration, (2) active learning, (3) authenticity, and (4) higher order thinking skills. The findings also reveal a general favourable consensus among the interviewees regarding their teachers’ efforts to adopt technology in class. Yet, students cautioned that technology-integrated lessons should fulfil specific classroom purposes while stressing at the same time the importance of satisfactory preparation before their implementation. For the students, the use of technology should essentially serve two purposes: (1) provide an engaging and interactive alternative to the traditional approach to teaching, and (2) address different learning styles. Acknowledging the student voice, the study concludes, contributes effectively to the optimisation of the learning experience.