デジタルメディアを所有する「子ども」：「1人1台端末」の「非使用」をめぐる教師の語りに着目して

抄録

The purpose of this study is to reframe the process of choosing “non-use” of “one-to-one computing” by focusing on the understanding of “childhoods” directed toward students who own such devices, and through examining teachers’ narratives obtained from interview surveys. The aim is to present the necessity of treating the choice of “non-use” not as an individual teacher’s issue, but as a relational problem between teachers and students in the classroom. Furthermore, to clarify the nature of the adult gaze toward “childhoods” who own digital media, we examine teachers’ narratives using the concept of a “hybrid view of childhoods.”

The findings of this study are twofold. First, we found that teachers assign positive or strategic meanings to the choice of “non-use” and choose it according to the situation they find themselves in. The second finding clarified the following point. In the process of choosing “non-use,” teachers, considering their relationship with students understood through the “hybrid view of childhoods” that includes “competent children,” and in conjunction with the invisibility function of digital media, recognized the potential transformation of the existing “teacher-student” relationship due to students’ ownership of “one-to-one computing” and the need to avoid it, leading them to choose “non-use.”

These findings suggest the need for research that considers the realities faced by teachers engaging with both students and “one-to-one computing” devices. Furthermore, the ownership of digital media by students carries negative connotations for teachers, and through this medium, “non-use” is chosen, narrowing the educational opportunities that students could otherwise have gained. This indicates the need to first unravel the contemporary society that produces the “hybrid view of childhoods” and explore the chemical reactions that occur when this view merges with the modern educational system, the product of schools. Ultimately, it suggests the need to explore effective measures to address the issue of unequal educational experiences.