Abstract
This article explores the usability of domestication theory in an educational setting integrating a wide variety of information and communication technologies (ICTs). More specifically, the article analyses domestication of digital media in the Swedish leisure-time centre (LTC), an institution in which children receive education and care before and after compulsory school. The study draws on qualitative in-depth interviews with 21 teachers as well as observations of LTCs. The article reveals what it means to have limited agency as an educator when ICTs are appropriated, and further illustrates the contradictory fact that mobile phones are objectified as stationary technologies. It also shows how both devices and content are incorporated in ways that are perceived suitable to the LTCs’ educational moral economy. An especially interesting finding is the extent to which domestication theory sheds light on power relations when applied outside of the domestic sphere.
Highlights
This article explores the usability of domestication theory in an educational setting integrating a wide variety of information and communication technologies (ICTs)
This study is based on qualitative interviews conducted in 2018 with 21 leisure-time teachers working in the south of Sweden, and observations of the leisuretime centre (LTC) in connection with the interviews
The observations complemented the interviews, and focused primarily on routines and rule setting regarding digital media, which were commonly displayed on posters and whiteboards in the LTCs
Summary
This article explores the usability of domestication theory in an educational setting integrating a wide variety of information and communication technologies (ICTs). The study draws on qualitative in-depth interviews with 21 teachers as well as observations of LTCs. The article reveals what it means to have limited agency as an educator when ICTs are appropriated, and further illustrates the contradictory fact that mobile phones are objectified as stationary technologies. The fact that television is a broadcasting technology inspired them to remind researchers to pay attention to how it contributes to re-negotiations of the boundaries between the public and the private (Morley and Silverstone, 1990: 37). All, their argumentation pointed repeatedly and very directly towards the need for further media research into the domestic. It has been brought to use for studies of social and cultural shaping of media technologies in additional social contexts
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