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Title: Psychosocial influences on the use and regulation of mobile phones in high schools : perspectives from pupils, teachers and parents, an exploratory case study approach
Author: Billington, Christopher
ISNI:       0000 0004 2718 9114
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2011
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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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.Psy.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LB Theory and practice of education ; LB2300 Higher Education ; BF Psychology ; L Education (General)