Embrace and Reject? Understanding the Online Experiences of Junior High School Students, Parents, and Teachers After the Pandemic Through Six Technological Access Discourses.
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| Title: | Embrace and Reject? Understanding the Online Experiences of Junior High School Students, Parents, and Teachers After the Pandemic Through Six Technological Access Discourses. |
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| Authors: | Chen, Ken-Zen1 (AUTHOR), Tsai, Ming-Hsueh2 (AUTHOR), Wu, Chyi-In3 (AUTHOR), Tsai, Hsiaofeng2 (AUTHOR) indigo@mail.naer.edu.tw |
| Source: | Computers in the Schools. Jul-Sep2026, Vol. 43 Issue 3, p326-351. 26p. |
| Subject Terms: | *Educational technology, *Digital divide, *Parent attitudes, *Educational planning, *Junior high schools, *Digital literacy, Internet safety, Digital technology |
| Geographic Terms: | Taiwan |
| Abstract: | This study delves into the online experiences of junior high school students, parents, and teachers post-pandemic to explore the nuanced perceptions and experiences surrounding technology integration in education and daily life. Utilizing the Six Technological Argumentations framework, we navigated through the digital interactions of these stakeholders with a keen focus on the benefits and challenges, including the digital divide, data privacy concerns, and the quality of digital content. We conducted fifteen focus-group interviews across Taiwan as part of the Taiwan i-Generation Panel Study (TIGPS). Participants included 25 students, 25 parents, and 24 educators from various regions, providing a broad perspective on the digital landscape's impact on education. Findings indicate that students, as digital natives, seamlessly integrate their digital and physical worlds, leveraging technology for both education and entertainment. Parents characterized as digital immigrants express mixed feelings, recognizing technology's opportunities while fearing its potential risks. Teachers see the value in technology-enhanced education but need help in digital classroom management and effectively closing the digital divide. The study underscores the complexity of technology integration in education, highlighting the contrasting views and experiences among the stakeholders. It calls for a balanced approach to harnessing technology's potential benefits while mitigating its drawbacks. The insights contribute to the educational discourse by suggesting strategies for digital literacy, online safety, and equitable technology access, aiming to foster a digitally inclusive and conscientious educational environment for all involved. HIGHLIGHTS: Explores online experiences of junior high stakeholders post-pandemic. Analyzes divergent views on technology's role in education and daily life. Uncovers strategies for navigating digital concerns in education. Suggests strategies for parents and teachers to address digital challenges. Recommends policies for equitable technology integration and digital literacy enhancement. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study delves into the online experiences of junior high school students, parents, and teachers post-pandemic to explore the nuanced perceptions and experiences surrounding technology integration in education and daily life. Utilizing the Six Technological Argumentations framework, we navigated through the digital interactions of these stakeholders with a keen focus on the benefits and challenges, including the digital divide, data privacy concerns, and the quality of digital content. We conducted fifteen focus-group interviews across Taiwan as part of the Taiwan i-Generation Panel Study (TIGPS). Participants included 25 students, 25 parents, and 24 educators from various regions, providing a broad perspective on the digital landscape's impact on education. Findings indicate that students, as digital natives, seamlessly integrate their digital and physical worlds, leveraging technology for both education and entertainment. Parents characterized as digital immigrants express mixed feelings, recognizing technology's opportunities while fearing its potential risks. Teachers see the value in technology-enhanced education but need help in digital classroom management and effectively closing the digital divide. The study underscores the complexity of technology integration in education, highlighting the contrasting views and experiences among the stakeholders. It calls for a balanced approach to harnessing technology's potential benefits while mitigating its drawbacks. The insights contribute to the educational discourse by suggesting strategies for digital literacy, online safety, and equitable technology access, aiming to foster a digitally inclusive and conscientious educational environment for all involved. HIGHLIGHTS: Explores online experiences of junior high stakeholders post-pandemic. Analyzes divergent views on technology's role in education and daily life. Uncovers strategies for navigating digital concerns in education. Suggests strategies for parents and teachers to address digital challenges. Recommends policies for equitable technology integration and digital literacy enhancement. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07380569 |
| DOI: | 10.1080/07380569.2024.2441159 |
