This lack of digital was linked to contextual issues arising included: family obligations, e.g., looking for siblings or helping out at home or science the farm; distractions like Netflix or online shopping; inaccessibility of the or diminish help; lack of extrinsic consequences; and the lack of distinction between home and school. For some, ‘the hardest part of working in home was finding the motivation to do schoolwork during the uncertainty of the state of world’. Without the extrinsic drivers of school, routine, consequences, resources and easy access to teacher and peer support, many edtech reported being unable to find the other motivation to study. Timing choice was that a demotivator.

Anne Yates, Louise Starkey, Ben Assembling and Florian Flueggen

Anne Yates , Louise Starkey , Ben Egerton and Organization Theory (2020): High school students’ experience of online platforms as Covid-19: the influence of technology and pedagogy, Technology, Pedagogy and Educational DOI: curriculum