| Summary: | The use of digital technology in education is a global concern (Convery, 2009 and Fluck & Dowden, 2011) which touches on many debates: raising attainment (OECD, 2015; and Somekh, et al., 2007); benefits to learning (Andrews & Haythornthwaite, 2007; and Harasim, 2012); effects on children (Beltran, et al., 2008; and Radesky, et al, 2015); mobile technology (Wilshaw, 2012; Bennett, 2015; and Beland & Murphy, 2015); digital native (Prensky, 2001a; 2001b; 2008; 2009; and 2010; and Selwyn, 2009; 2012); digital technology text-books (Mac Mahon, et al., 2016) and student engagement (Wolper-Gawron, 2012; and Gallup, 2013). This study is significant because it considers student and teacher perceptions of digital technology-related practices specifically in relation to a given subject area (Tamim, et al, 2011; and Howard, et al, 2015). This study was conducted within the realist paradigm; a 'deep’ case study approach was used to investigate teachers' and students' perceptions of digital technology influence on teaching and learning, including subject-specific similarities and differences. These perceptions were linked to current and recent debates about new technology. In this study 30 diaries were used to record student and teacher digital technology use during two weeks and 24 interviews were conducted in a Norfolk secondary school. The outcome from this study is that although there is no strong evidence that the availability of digital technology has led to utopian change, it has caused small yet significant grassroots changes. The ‘big claim' digital technologies: interactive whiteboards, visualisers and iPads have not transformed education as claimed or expected. There has however been an on-going steady incremental improvement in technology use. The ‘game changer’ digital technologies have not been the hi-tech technologies but rather the everyday: YouTube, Internet, data projectors, presentation software and word processors. This study contributes to the understanding of the digital technology debate which continues today.
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