Social Groups and Information Communication Technologies:Exploring Primary-aged Learners' Identities

The research presented here investigated the social groups of primary-aged learners, in particular the social groups associated with Information Communication Technology (ICT). The purpose of the study was to explore how the identities of contemporary learners may be associated with ICTs. Identities are framed within the artefacts we use and the people with whom we use them, and are the resultant cohesive sense of self by which people identify themselves in various activities. Since primary-aged children have grown up surrounded by computers, telephones, cameras, and portable game devices -collectively known as ICTs -it is reasonable to assume that their identities are associated with these artefacts. The definition of artefacts used in this study goes beyond objects alone to include emailing, chatting, locating, and other processes. However, the artefacts themselves do not shape identity, but rather identities are shaped through social practices with ICTs. Therefore, this study investigated: the places in which, the purposes for which, and the people with whom, ICTs are used.

A two level case study was designed to investigate artefacts used by primary-aged learners; associated social practices; and associated social groups. Data were collected from two groups of Year Six learners located in different schools within a provincial city in Queensland, Australia. Techniques used were student-captured photographs of ICTs, two interviews (a stimulated recall interview using the photographs and a second interview), and classroom fieldnotes of in-school ICT use. These data were organised into first level case studies from which social groups were identified. They were subsequently reorganised into second level studies based on the technological richness of the home and school environments.

This analysis revealed ICT-associated social groups engaged in by some of the participants, as well as some participants who did not engage in such groups. Further, some participants had little or no association with ICTs. Participation in a range of other, non-ICT related social groups was identified as important to this age group. Generally, ICT-associated social practices were characterised as time-poor, exploratory in nature, and home based; and tended to be associated with family and self-autonomy.

The exploration of identities associated with ICTs suggests that a singular claim about all learners, because they were born at a certain time, is neither possible non helpful in considerations about learning or the use of ICTs in the classroom.

The implications of these findings resulted in several assertions that can be used to inform educational practice involving ICTs. In particular, it informs schools and teachers about the nature of contemporary learners for whom they design instruction.