Children's Learning, Agency and Power Relations within a Culture of Entitlement with Digital Technology in Schools

Abstract

This research study aimed at understanding how teachers and young children use and make sense of digital media in school. Through the use of comparative case studies in Italy and the United States educational practices that employ digital media in schools were examined. In-depth interviews with teachers, and focus groups lead by children comprise the qualitative data collection that relates to children’s perceptions and representations of learning, agency and power relations in school.