Abstract
The impact of technology within second-level education has been widely examined in regards to the effects it has on teaching and learning outcomes (Montrieux et al., PloS One, 10(12):e0144008, 2015; Marcus-Quinn et al. 2020). The extent to which this impact can be described as largely positive or negative is complex and nuanced. However, a relatively under-explored area regarding the proliferation of technology within the sector has been the extent to which it has impacted temporal aspects of school and home life. The aim of this chapter is to explore the extent to which technology has facilitated an erosion of boundaries between work and home not just for teachers, but the ripple effect of this practice on students and parents. In doing so, we draw both on work extension and technostress literature. We conclude by examining whether a ‘right to disconnect’ is arguably now a legitimate requirement for multiple stakeholders in the secondary education system. The chapter contributes to occupational literature on the impact of technology on educational roles, and to contemporary debates on the changing nature of education. The chapter also considers the impact of the first Covid 19 lockdown on secondary education in Ireland and its consequent impact on work–life balance for educational stakeholders.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Barlette, Y., Jaouen, A., & Baillette, P. (2020). Bring Your Own Device (BYOD) as reversed IT adoption: Insights into managers’ coping strategies. International Journal of Information Management. https://doi.org/10.1016/j.ijinfomgt.2020.102212.
Brillhart, P. E. (2004). Technostress in the workplace: Managing stress in the electronic workplace. Journal of American Academy of Business, 5(1/2), 302–307.
Brod, C. (1984). Technostress: The human cost of the computer revolution. Reading: AddisonWesley.
Campbell-Clark, S. (2000). “Work/family border theory: a new theory of work/family balance”, Human Relations, 53(6), 747–770.
Chen, M. L., & Garrison, M. M. (2020). Technology and sleep. In Technology and adolescent health (pp. 231–247). Academic Press: United Kingdom.
Cheng, Y. H., & Chen, Y. C. (2018). Enhancing classroom management through parental involvement by using social networking apps. South African Journal of Education, 38(1), 1–14.
Chesley, N. (2005). Blurring boundaries? Linking technology use, spillover, individual distress, and family satisfaction. Journal of Marriage and Family, 67(5), 1237–1248.
Cole, G. (2016). Controlling the boundaries: how to minimize the negative impact of working outside regular hours. Human Resource Management International Digest, 24(6), 15–17.
Crawford, R. (2002). Managing information technology in schools: Managing information technology in schools. Routledge, London: United Kingdom.
Derks, D., van Duin, D., Tims, M., & Bakker, A. B. (2015). Smartphone use and work–home interference: The moderating role of social norms and employee work engagement. Journal of Occupational and Organizational Psychology, 88(1), 155–177.
Devitt, A., Bray, A., Banks, J., & Ní Chorcora, E. (2020). Teaching and learning during school closures: Lessons learned. Dublin: Trinity College. http://www.tara.tcd.ie/handle/2262/92883.
Directive 2003/88/EC of the European Parliament and of the Council of 4 November 2003 concerning certain aspects of the organisation of working time. Official Journal of the European Union L299, 18.11.2003, p. 9–19.
Dunne, C., Marcus-Quinn, A., & Dalaigh, C. O. (2020). Report of the independent review group on the use of tablet devices in Ratoath College. Available at: https://ulir.ul.ie/bitstream/handle/10344/9686/Marcus_2020__Quinn_Report.pdf?sequence=2.
Dunton, G., Do, B., & Wang, S. (2020). Early effects of the COVID-19 pandemic on physical activity and sedentary behavior in US children.
Eurofound. (2020). Regulations to address work–life balance in digital flexible working arrangements (New forms of employment series). Luxembourg: Publications Office of the European Union.
Felstead, A., & Henseke, G. (2017). Assessing the growth of remote working and its consequences for effort, well-being and work-life balance. New Technology, Work and Employment, 32(3), 195–212.
Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, technology, and teacher education during the covid-19 pandemic: Stories from the field. Waynesville: Association for the Advancement of Computing in Education (AACE).
Fredriksson, A. (2009). On the consequences of the marketisation of public education in Sweden: For-profit charter schools and the emergence of the ‘market-oriented teacher’. European Educational Research Journal, 8(2), 299–310.
FSU. (2019). Technology, work & skills the impact of technology on employees. Available at: https://www.fsunion.org/download/pdf/fsu_ul_technology_work_and_skills.pdf
Grant, C. A., Wallace, L. M., & Spurgeon, P. C. (2013). An exploration of the psychological factors affecting remote e-worker’s job effectiveness, well-being and work-life balance. Employee Relations, 35(5), pp.527–546.
Green, F. (2001). It’s been a hard day’s night: the concentration and intensification of work in late twentieth‐century Britain. British Journal of Industrial Relations, 39(1), 53–80.
Green, F. (2004). Why has work effort become more intense?. Industrial Relations: A Journal of Economy and Society, 43(4), 709–741.
Greenhaus, J. H., & Beutell, N. J. (1985). Sources of conflict between work and family roles. Academy of Management Review, 10(1), 76–88.
Grummell, B., Devine, D., & Lynch, K. (2009). The careless manager: Gender, care and new managerialism in higher education. Gender and Education, 21(2), 191–208.
Harding, J. (2014). How to make kids smile? Laughter and apps. In R. Pljpers & N. Van Den Bosch (Eds.), Positive digital content for kids experts reveal their secrets. Brussels: Poscon & MLJN Online.
Harding, J. (2019). Parents’ lived experiences in the UK. Young Consumers.
Harrison, K., Taysum, A., McNamara, G., & O’Hara, J. (2016). The degree to which students and teachers are involved in second-level school processes and participation in decision-making: An Irish Case Study. Irish Educational Studies, 35(2), 155–173.
Hayman, S., & Coleman, J. (2016). Parents and digital technology: How to raise the connected generation. London: Routledge.
Hesselberth, P. (2018). Discourses on disconnectivity and the right to disconnect. New Media & Society, 20(5), 1994–2010.
Hill, E. J., Miller, B. C., Weiner, S. P., & Colihan, J. (1998). Influences of the virtual office on aspects of work and work/life balance. Personnel Psychology, 51(3), 667–683.
Holloway, D., Green, L., & Love, C. (2014). ‘It’S all about the APPS’: Parental mediation of pre-schoolers’ digital lives. Media International Australia, 153(1), 148–156.
Hourigan, T. (2020, forthcoming). COVID19: Teaching and learning reflections from a post-primary Perspective. In Ireland’s Yearbook of Education 2020–2021.
Hussaindeen, J. R., Gopalakrishnan, A., Sivaraman, V., & Swaminathan, M. (2020). Managing the myopia epidemic and digital eye strain post COVID-19 pandemic–What eye care practitioners need to know and implement? Indian Journal of Ophthalmology, 68(8), 1710.
Ibec. (2020) Is there a need for a right to disconnect?. Available at https://www.ibec.ie/connect-and-learn/insights/insights/2020/01/30/is-there-a-need-for-a-right-to-disconnect
Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. https://doi.org/10.1080/03075079.2011.598505.
Kasuga, N., Itoh, K., Oishi, S. I., & Nagashima, T. (2004). Study on relationship between technostress and antisocial behavior on computers. IEICE Transactions on Information and Systems, 87(6), 1461–1465.
Kim, H. J., Lee, C. C., Yun, H., & Im, K. S. (2015). An examination of work exhaustion in the mobile enterprise environment. Technological Forecasting and Social Change, 100, 255–266.
Korioth, T. (2016). Family Media Plan helps parents set boundaries for kids. American Academy of Pediatrics News.
La Torre, G., Esposito, A., Sciarra, I., & Chiappetta, M. (2019). Definition, symptoms and risk of techno-stress: A systematic review. International Archives of Occupational and Environmental Health, 92(1), 13–35.
Leclercq-Vandelannoitte, A. (2015). Managing BYOD: How do organizations incorporate user-driven IT innovations? Information Technology & People, 28(1), 2–33.
Livari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183.
Livingstone, S., et al. (2018). Parenting for a Digital Future: Survey Report 3 (2018): What do parents think, and do, about their children’s online privacy? In the digital home, how do parents support their children and who supports them? Parenting for a Digital Future: Survey Report 1.
Marcus-Quinn, A., Hourigan, T., & McCoy, S. (2019). The digital learning movement: How should Irish schools respond? The Economic and Social Review, 50(4), 767–783.
Mellner, C. (2016). After-hours availability expectations, work-related smartphone use during leisure, and psychological detachment. International Journal of Workplace Health Management. 9(2), 146–164.
Mercille, J., & Murphy, E. (2017). The neoliberalization of Irish higher education under austerity. Critical Sociology, 43(3), 371–387.
Messenger, J. C., & Gschwind, L. (2016). Three generations of Telework: New ICT s and the (R) evolution from Home Office to Virtual Office. New Technology, Work and Employment, 31(3), 195–208.
Middleton, C. A., & Cukier, W. (2006). Is mobile email functional or dysfunctional? Two perspectives on mobile email usage. European Journal of Information Systems, 15(3), 252–260.
Middleton, C. A. (2008). 15 Do mobile technologies enable work–life balance? Mobility and Technology in the Workplace, 9. https://doi.org/10.4324/9780203894354.ch15.
Mohan, G., McCoy, S., Carroll, E., Mihut, G., Lyons, S. and Mac Domhnaill, C., 2020. Learning for all? Second-level education in Ireland during COVID-19. Economic and Social Research Institute (ESRI) Research Series. Dublin.
Montrieux, H., Vanderlinde, R., Schellens, T., & De Marez, L. (2015). Teaching and learning with mobile technology: A qualitative explorative study about the introduction of tablet devices in secondary education. PLoS One, 10(12), e0144008.
Mullan, K., & Wajcman, J. (2019). Have mobile devices changed working patterns in the 21st century? A time-diary analysis of work extension in the UK. Work, Employment and Society, 33(1), 3–20.
Müller, A. (2016). The digital nomad: Buzzword or research category? Transnational Social Review, 6(3), 344–348.
Murphy, C., Turner, T., O’Sullivan, M., MacMahon, J., Lavelle, J., Ryan, L., et al. (2019). Trade Union Responses to zero hours work in Ireland. Industrial Relations Journal, 50(5–6), 468–485.
O’Sullivan, M., Lavelle, J., Turner, T., McMahon, J., Murphy, C., Ryan, L., & Gunnigle, P. (2020). Employer-led flexibility, working time uncertainty, and trade union responses: The case of academics, teachers and school secretaries in Ireland. Journal of Industrial Relations. https://doi.org/10.1177/0022185620960198.
Piasna, A. (2018). Scheduled to work hard: The relationship between non‐standard working hours and work intensity among European workers (2005–2015). Human Resource Management Journal, 28(1), 167–181.
Ragu-Nathan, T. S., Tarafdar, M., Ragu-Nathan, B. S., & Tu, Q. (2008). The consequences of technostress for end users in organizations: Conceptual development and empirical validation. Information Systems Research, 19(4), 417–433.
Reinecke, L., Aufenanger, S., Beutel, M. E., Dreier, M., Quiring, O., Stark, B., Wölfling, K., & Müller, K. W. (2017). Digital stress over the life span: The effects of communication load and internet multitasking on perceived stress and psychological health impairments in a German probability sample. Media Psychology, 20(1), 90–115.
Renard, G., & Leid, J. (2016). The dangers of blue light: True story! Journal Français d’Ophtalmologie, 39(5), 483–488.
Schilhab, T. (2017). Impact of iPads on break-time in primary schools–A Danish context. Oxford Review of Education, 4(3), 261–275.
Schilhab, T. S., Stevenson, M. P., & Bentsen, P. (2018). Contrasting screen-time and green-time: A case for using smart technology and nature to optimize learning processes. Frontiers in Psychology, 9, 773.
Selwyn, N., Banaji, S., Hadjithoma-Garstka, C., & Clark, W. (2011). Providing a platform for parents? Exploring the nature of parental engagement with school learning platforms. Journal of Computer Assisted Learning, 27(4), 314–323.
Sheppard, A. L., & Wolffsohn, J. S. (2018). Digital eye strain: Prevalence, measurement and amelioration. BMJ Open Ophthalmology, 3(1), e000146.
Tarafdar, M., Tu, Q., Ragu-Nathan, B. S., & Ragu-Nathan, T. S. (2007). The impact of technostress on role stress and productivity. Journal of Management Information Systems, 24(1), 301–328.
Tarafdar, M., Tu, Q., Ragu-Nathan, T. S., & Ragu-Nathan, B. S. (2011). Crossing to the dark side: Examining creators, outcomes, and inhibitors of technostress. Communications of the ACM, 54(9), 113–120.
Trowler, V. (2013). Leadership practices for student engagement in challenging conditions. Perspectives: Policy and Practice in Higher Education, 17(3), 91–95. https://doi.org/10.1080/13603108.2013.789455.
Valeyre, A. (2004). Forms of work intensification and economic performance in French manufacturing. Eastern Economic Journal, 30(4), 643–658.
Von Bergen, C. W., Bressler, M. S., & Proctor, T. L. (2019). On the grid 24/7/365 and the right to disconnect. Employee Relations Law Journal, 45, 3–20.
Weil, M. M., & Rosen, L. D. (1997). Technostress: Coping with technology@ work@ home@ play. New York: Wiley.
Wilmore, D., & Betz, M. (2000). Information technology and schools: The principal’s role. Journal of Educational Technology & Society, 3(4), 12–19.
Yao, J., & Cao, X. (2017). The balancing mechanism of social networking overuse and rational usage. Computers in Human Behavior, 75, 415–422. https://doi.org/10.1016/j.chb.2017.04.055.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Murphy, C., Marcus-Quinn, A., Hourigan, T. (2021). Exploring the Ripple Effect of ‘Always On’ Digital Work Culture in Secondary Education Settings. In: Marcus-Quinn, A., Hourigan, T. (eds) Handbook for Online Learning Contexts: Digital, Mobile and Open. Springer, Cham. https://doi.org/10.1007/978-3-030-67349-9_23
Download citation
DOI: https://doi.org/10.1007/978-3-030-67349-9_23
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-67348-2
Online ISBN: 978-3-030-67349-9
eBook Packages: EducationEducation (R0)