Les données issues de la littérature montrent que l’ajout d’aides visuelles (i.e., graphiques organisateurs, plans) à des documents multimédias améliore non seulement la mémorisation des étudiants mais également leur compréhension en représentant les informations essentielles du document ainsi que les relations hiérarchiques qu’elles entretiennent. De plus, de nombreux auteurs recommandent d’engager les apprenants dans le traitement profond des informations, par exemple, en leur demandant de générer eux-mêmes des aides visuelles. Actuellement, les quelques études s’étant intéressées à la comparaison de groupes où une aide visuelle est fournie avec le document (apprenant « passif ») à des groupes où l’aide est auto-générée (apprenant « actif ») rapportent des résultats contrastés, l’auto génération entraînant parfois des effets bénéfiques (hypothèse de génération) et parfois des effets néfastes (hypothèse de charge cognitive). Dans cette thèse, une série de cinq études a été réalisée afin d’étudier plus précisément les effets de l’auto-génération de graphiques organisateurs sur les performances d’apprentissage des étudiants. Les résultats de ces études répliquent les effets bénéfiques de l’ajout d’aides visuelles (graphiques ou plans) sur l’apprentissage. Cependant, des effets négatifs de l’auto-génération ont été quasi systématiquement obtenus démontrant ainsi la complexité de ce type d’activité. Ces effets n’étaient toutefois plus observés lorsque la génération du graphique était guidée dans nos dernières études (scaffolding, génération partielle) ce qui ouvre de nombreuses pistes de recherches. / The literature shows that adding visual aids (i.e., graphic organizers, outlines) to multimedia documents increases students’ memorization and comprehension by depicting the main ideas of the document and their interrelationship. Moreover, numerous authors recommend turning students into active learners in their learning and involving them in processing information deeply, by asking them to self-generate a visual aid. Nowadays, the few studies which have compared groups where a visual aid is given (“passive” learner) to groups where it is self-generated (active learner) yield contrasting results, showing either positive effects of self-generation (generative hypothesis) or detrimental ones (cognitive load hypothesis). In this dissertation, a series of five studies was conducted to precisely assess self-generation effects of graphic organizers on students’ learning performances. The results replicated the beneficial effects of adding visual aids (graphics or outlines) on learning. Yet, negative self-generation effects were almost always obtained. However, these effects disappeared when the self-generation of the organizer was guided (scaffolding, partial self-generation) which opens the way to further research.

Teachers have to cope with two main changes. Firstly, they have experienced global technological change and the introduction of new technologies into the education system. Secondly, they have to cope with a new generation of pupils (Generation Z). This thesis argues that these changes necessitate a change in the role of the teacher. This research examines how teachers react to these changes. The main research question is “How do teachers conceive their role when they teach Generation Z pupils in a technological learning environment?”. The research focuses on a case study of a school on the northern periphery of the State of Israel. The research focused on the teachers of the “computer notebook” classes. The school supplies every pupil and every teacher a standard personal laptop while the teachers have been integrating the technology and applications into their lessons for the last twenty years. The data was collected by means of questionnaires (20); personal interviews (24); observations (8); and an analysis of relevant documents. The research compares the category of the “traditional teacher” with that of the “technological teacher”. It finds that (a) teachers view the the two roles of traditional and technological teacher as distinct; (b) they recognise a wide variety of technological changes that influence the education system; and (c) they believe that the present pupil generation (Generation Z) requires a new approach to study in contrast with previous generations of pupils. The research shows that in response to the changes described above, the teachers have changed their perspective through the use of the new technologies and define their role in three dimensions (pedagogical, interpersonal, and technological) and indicate that there are 11 skills and abilities required for the technological teacher. However, the research also found that despite the extensive experience of the teachers in using the new technologies, there is no confidence in realising the full potential inherent in these tools. In particular, the opportunity for cooperative learning which is offered by online technologies is not always exploited efficiently. Moreover, the research found that the challenges and barriers in the application of the new pedagogy in the technological learning environment. The contribution of this research is both theoretical and practical. The theoretical contribution of the research is in the characterisation of the pedagogical, interpersonal and technological dimensions that constitute the role of the “technological teacher”. The practical contribution of the research is detailed in the series of recommendations made in relation to the development of schools and the training and continuing professional development of teachers.

Les robots de téléprésence sont proposés à des étudiants dont la maladie, l’hospitalisation ou la situation de handicap, empêche la présence physique en classe. La mise en place de cette technologie, s’inscrit dans une logique d’inclusion scolaire, visant une forme de présence de l’étudiant, dans un établissement scolaire ou universitaire dit « ordinaire ». Cependant, aucune étude préalable n’a été réalisée pour rendre compte des dimensions inclusives de cette technologie dans un contexte éducatif. La présence d’un étudiant, médiatisée par un dispositif de téléprésence, démultiplie les espaces d’interactions qui se trouvent situés dans des environnements à la fois physiques et numériques. En effet, l’étudiant utilisateur du robot de téléprésence, dispose de possibilités d’actions dans un environnement distant, qu’il produit à travers un environnement numérique. Cette situation inédite révèle des espaces potentiels de perception et d’action sur le monde et transforme la modalité de présence de l’utilisateur. L’objectif de cette recherche est de proposer une conceptualisation des enjeux de l’utilisation de ce dispositif, dans une visée d’inclusion scolaire. Il s’agit d’une théorisation qui est ancrée dans l’expérience vécue par des étudiants qui utilisent un robot de téléprésence pour des raisons de santé, afin de participer à leurs enseignements. La compréhension de ces expériences subjectives des utilisateurs, assure l’ancrage empirique de notre conceptualisation, dont les résultats mettent en avant les concepts centraux de perception et d’action, qui s’inscrivent dans le concept de présence. Ainsi, dans un contexte d’enseignement configuré en présentiel et médiatisé par un robot de téléprésence, l’inclusion scolaire de l’étudiant utilisateur, se rapporte à une renégociation perceptive réciproque, de la coprésence de l’utilisateur et de l’environnement distant. / Telepresence robots are offered to students whose illness, hospitalization or disability, prevents physical presence in the classroom. The implementation of this technology, is part of a logic of inclusive education, aimed at a form of presence of the student, in a school or university called "ordinary". However, no prior study has been done to account for the inclusive dimensions of this technology in an educational context. The presence of a student, mediated by a device of telepresence, multiplies the spaces of interactions which are located in environments both physical and digital. Indeed, the student user of the telepresence robot has the possibility of actions in a remote environment, which he produces through a digital environment. This unprecedented situation reveals potential spaces of perception and action on the world and transforms the modality of presence of the user. The objective of this research is to propose a conceptualization of the stakes of the use of this device, in a goal of inclusive education. It is a theorization that is rooted in the experience of students using a telepresence robot for health reasons, to participate in their teachings. The understanding of these subjective experiences of the users, ensures the empirical anchoring of our conceptualization, whose results put forward the central concepts of perception and action, which are part of the concept of presence. Thus, in a context of teaching configured face-to-face and mediated by a telepresence robot, the student's inclusion in the classroom, refers to a reciprocal perceptual renegotiation, the co-presence of the user and the remote environment.

Ce travail de thèse a pour objectif d’évaluer les facteurs intervenant dans l’acceptation d’un Espace Numérique de Travail (ONE) dans le contexte des écoles primaires en France. Dans ce cadre, nous avons mis en place un modèle d’acceptation triangulaire qui associe trois types de facteurs d’acceptation : facteurs pratiques (liés à la conception de l’outil), facteurs de perception (liés aux attitudes des utilisateurs) et facteurs situationnels liés aux caractéristiques du système d’activité scolaire.Afin d’évaluer ces facteurs, nous avons implémenté trois opérations de recueil de données. Dans la première opération (Axe 1), nous avons évalué, à partir de statistiques d’usage (N=266), les différences en termes d’utilisation entre les écoles ayant participé à la conception de l’outil et les écoles non participantes. Dans la seconde opération (Axe 2), nous avons évalués les attitudes des enseignants (N=8) et des parents (N=158) à l’aide de questionnaires d’intention d’usage et d’entretiens semi-directifs. Enfin, la troisième opération (Axe 3) est constituée d’entretiens approfondis à l’aide de méthodes d’explicitation et des analyses ethnographiques de publications réalisées sur ONE par lesenseignants, les élèves et les parents d’élèves.Les résultats montrent que l’acceptation des ENT dans les écoles primaires est un processus lent, qui se construit sur plusieurs années. Nous constatons un rôle déterminant de la coopération entre les concepteurs et les enseignants dans l’acceptation future de ONE. Les enseignants et les parents sont globalement favorables à l’utilisation de ONE et ont des perceptions positives concernant sa facilité d’usage et le rôle de cet outil dans la communication entre les écoles et les familles et dans le suivi des élèves. Ils craignent cependant que l’outil allonge le temps passé devant les écrans par les élèves. Les facteurs situationnels montrent certaines difficultés pour intégrer ONE dans les pratiques enseignantes : problèmes de gestion de la classe, manque d’infrastructure, allongement du temps des séances et un accompagnement insuffisant sur le plan pédagogique. En revanche, les enseignants apprécient le rôle important de l’outil, d’une part, dans la formation des compétences numériques et la responsabilisation digitale des élèves et, d’autre part, dans la valorisation des connaissances des élèves et la construction d’une expérience d’apprentissage plus autonome. / The objectif on this PhD thesis is to assess the factors involved in the acceptance of a VLE (Virtual Learning Environment), called One, in a context of primary schools in France. Within this framework, we developed a trangulated acceptancy model which associates three types of determinants : practical factors (related to the technology conception), perceptual factors (associated to users’ attitudes toward One), and situated factors related to the school activity system’s specifications. In order to assess these factors, we implemented three phases of data collection. In the first stage (Topic 1), we assessed, from usage statistics, the differences between schools that were involved in the platform’s design and those who where not. In the second stage (Topic 2), we evaluated the teachers and parents’ atitudes toward the VLE with specific one-to-one interviews and surveys. Finally, the third stage (Topic 3) was based on qualitative interviews and ethnographic analysis of activities developed by teacher, students and parents on the platform.The results attest the fact that the acceptance of VLE in primary schools is a slow process which is built step by step and achieved over several years. The collaboration between designers and teachers plays a crucial role in the future acceptance of One. The teachers and parents are globaly in favour of platform’s adoption and they show positive views on its ease of use, the facilitator role played in the communication between families and schools and concerning a better monitoring of pupils. They fear however that One could increase the length of childrens’ exposure to screens. The situated factors highlight some difficulties to integrate technologies in teachers’ everyday practices : organisational issues, class management, lack of infrastructure, increase in classes’ lenght, insuffisant pedagogical support for teachers. Nonetheless, the teachers appreciate the contribution of the platform in the development of children’s digital skills on the one hand, and in a better exploitation and recognition of childen’s knowledge and a more autonomous learning experience on theother hand

How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners should be able to choose to be in the driver’s seat, to direct their own learning journey. As a starting point, this research explores the use of two educational theories - Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL) theory as the underpinning instructional design for a Learner-Directed Model to support students’ online learning in both domain knowledge and meta knowledge in the subject of computer programming. One unit material from an online Introduction to Java Programming course has been redesigned based on the proposed Learner-Directed Model for the experimental design study. The study involved a total of 35 participants divided randomly into one Experimental Group and one Control Group. They were assigned to either a Learner-Directed Model (Experimental Group) or a linear model (Control Group). Pre/post tests, survey, follow-up interview as well as log file analysis were instruments used for assessing students’ domain knowledge, meta knowledge and their attitudes for their overall learning experience. Learning experience is further broken down into perceived ease of use and user satisfaction; system usability; learner experience; and perceived controllability. The results of the study have revealed that there is statistically significant difference between the survey results for the Experimental Group and the Control Group. The Experimental Group reported a higher level of overall learning experience and better attitudes in general. However, there was no statistically significant difference existing between the two groups on the domain and meta level knowledge improvement. Based on these results, I have proposed further research directions and put forward a number of recommendations and suggestions on learner-directed e-learning design.

This study seeks insight into the use of visual aids in contemporary post-compulsory teaching. The importance of the study is linked to the large number of students who enter Higher Education; many of whom regularly receive lectures supported by visual displays which comprise textual summaries of a lecturer’s speech. This thesis comprises a two-part study and employs a mixed methods approach. The first part inquires into teachers’ and lecturers’ practice with regard to their visual aids, and the second compares the effectiveness of text, images and imagery displayed in support of a lecture. The investigation into lecturers’ practice found many post-compulsory teachers and lecturers had received no training in the design and use of visual aids during their initial teacher training. It is suggested this privation may underpin a de facto choice of projected text as a visual aid, the use of which is not clearly supported by contemporary models of memory and mental processing. In a comparison of visual modalities, an increase in learner engagement was recorded for the display of carefully designed images, and also for directed imagery. No positive impact was recorded for text summaries of 50-64 words displayed concurrently with speech, although recall was improved when text was restricted to five words or fewer. The conclusion is drawn that the display of this modality without temporal pauses may offer limited educational advantage to students, and a method of planned apportionment of speech and text is proposed in which contemporary theories of memory and processing are taken into account. These observations have significant implications for a lecture environment in which such text summaries are often relied upon for visual support. The findings of the thesis are combined to propose a principle of Visual Working Memory Utilisation (VWMU), upon which future research into visual aid design and use in post compulsory education might be based.

Information and Communication Technology (ICT) is part of everyday life. It is not different in the education field. However, its use has implications for what it means to teach and learn effectively in contemporary education. When ICT is used in the classroom, things happen through divergent forces, components, and mechanisms, according to different contexts, and evidencing a complex environment. The purpose of this study is to show how complex the use of ICT in education is by analysing different components and their productive forces. Assemblage ethnography is the methodology adopted and a range of data collection tools are used. The thesis explores five case studies generated from different settings: Primary, Secondary and Post-secondary education. The analysis offered shows how discourse, policy-making, budget, and CPD are not enough to account for all of the ICT-related situations that happen on a daily basis inside schools. ICT in education evidences a diverse and fragmented field of policy, money, and practice, pedagogy and many other elements. This study concludes that there are three main productive forces emerging from the education ICT assemblage which: evidenced unsolved issues of the schooling process, enhanced or made emotions emerge; opened possibilities for other subjectivities to happen.

Η παρούσα διατριβή στοχεύει να απαντήσει στο ερώτημα: «Ποιος είναι ο «Λόγος» για την ένταξη των ΤΠΕ στο εκπαιδευτικό πλαίσιο και τη διδασκαλία των Θετικών Επιστημών στην Ελλάδα» και αποτελεί προσέγγιση εκπαιδευτικών κειμένων. Η μελέτη θεωρητικά αναφέρεται στα γενικά χαρακτηριστικά, τις ευρύτερες απόψεις ένταξης των ΤΠΕ και σε μοντέλα ενσωμάτωσης των ΤΠΕ στην εκπαίδευση. Δεδομένα της έρευνας αποτελούν ενενήντα επτά κείμενα του ελληνικού, εκπαιδευτικού περιοδικού «Σύγχρονη Εκπαίδευση» που αναφέρονται στην ενσωμάτωση των ΤΠΕ στο εκπαιδευτικό πλαίσιο και τη διδασκαλία των Θετικών Επιστημών στην Ελλάδα στο χρονικό διάστημα 1984-2006. Η εμπειρική εργασία στηρίζεται σε μεγάλο μέρος στο θεωρητικό και μεθοδολογικό εργαλείο των Aviram&Tami (2004), στο πλαίσιο του οποίου οι απόψεις για την ενσωμάτωση των ΤΠΕ αναλύονται υπό το φως δύο παραμέτρων: των προσεγγίσεων και των τοποθετήσεων των συγγραφέων, οι οποίες από κοινού διαμορφώνουν μία μήτρα χαρτογράφησης του διατυπωμένου «λόγου». Επίσης, αξιοποιούνται και κάποιες θεωρητικές έννοιες του Foucault για το «λόγο» και του Bernstein για τον «παιδαγωγικό μηχανισμό» και τον «παιδαγωγικό λόγο». Εντός της πρώτης παραμέτρου, «των προσεγγίσεων», οι οποίες υιοθετούνται από τους συγγραφείς του υπό μελέτη υλικού, αναφορικά με τους στόχους της ενσωμάτωσης των ΤΠΕ στο εκπαιδευτικό πλαίσιο και τη διδασκαλία των Θετικών Επιστημών διαπιστώνεται η ύπαρξη έξη προσεγγίσεων. Οι συγγραφείς υιοθετούν Διοικητικές, Αναλυτικού Προγράμματος Σπουδών, Διδακτικές, Οργανωτικές, Πολιτιστικές και Ιδεολογικές Προσεγγίσεις. Εντός της δεύτερης παραμέτρου, «των τοποθετήσεων», τις οποίες ακολουθούν οι συγγραφείς αναφορικά με την έκταση και το επίπεδο των αλλαγών στις οποίες η ένταξη των ΤΠΕ μπορεί να οδηγήσει την εκπαίδευση, αναδεικνύεται η υιοθέτηση τεσσάρων διαφορετικών τοποθετήσεων: αγνωστικιστικών, συντηρητικών, μετριοπαθών και ριζοσπαστικών. Οι προκύπτοντες συνδυασμοί των προσεγγίσεων και των τοποθετήσεων των συγγραφέων περιγράφουν και αποκαλύπτουν το πλήθος των διαφορετικών και συχνά αντιτιθέμενων απόψεων, αλλά και εκείνων που είναι αδύνατο να παρουσιαστούν, στο συγκεκριμένο, δομολειτουργικό και συναινετικό περιβάλλον που κυριαρχεί στον ελληνικό εκπαιδευτικό χώρο. Η εργασία οδηγεί στην παρουσίαση ενός θεωρητικού μοντέλου περιγραφής όλων των απόψεων (τετριμμένων και καινοτόμων) που εμφανίζει ο μελετώμενος «λόγος» για την ένταξη των ΤΠΕ στο εκπαιδευτικό πλαίσιο και τη διδασκαλία των Θετικών Επιστημών στην Ελλάδα, στη χρονική περίοδο 1984-2006 και την ένταξή τους σε τρεις διαφορετικές «Προοπτικές Ενσωμάτωσης» των ΤΠΕ, που ουσιαστικά αντιπροσωπεύουν τρία διαφορετικά «Παραδείγματα». Καταδεικνύεται η αναμενόμενη κυριαρχία της «Τεχνοκρατικής Προοπτικής» ενσωμάτωσης των ΤΠΕ (ρυθμίσεις και αλλαγές, αγνωστικιστικού και συντηρητικού χαρακτήρα, σε επίπεδο διοικητικό, εκπαιδευτικού έργου και διδασκαλίας), όπως και η ισχυρή παρουσία της «Ολιστικής Προοπτικής» (συντηρητική και σπανιότερα ριζοσπαστική αποδόμηση των επερχόμενων της ένταξης των ΤΠΕ αλλαγών, σε επίπεδο πολιτιστικό και ιδεολογικό), προοπτικών που συνυπάρχουν σε όλη το μελετώμενη χρονική περίοδο, (1984-2006). Ωστόσο, ιδιαίτερα ενδιαφέρουσα καθίσταται η μετά το έτος 1997 σχετικά ήπια εμφάνιση και διατήρηση της «Μεταρρυθμιστικής Προοπτικής» ένταξης των ΤΠΕ στο εκπαιδευτικό πλαίσιο και τη διδασκαλία των Θετικών Επιστημών (δηλαδή της μεταρρυθμιστικής στροφής προς ένα δυναμικό, εναλλακτικό, διδακτικό παράδειγμα εποικοδομιστικής μάθησης) στο μελετώμενο «λόγο» στην Ελλάδα. / Τhe present thesis aims to answer the question: «What is the “Discourse” that stems from the integration of ICT, the educational context and the teaching of Natural Sciences in Greece», by studying educational “texts”. The study focuses theoretically on the general characteristics, the wider aspects of ICT integration and the derived ICT integration educational models. Ninety-seven texts published in the educational magazine "Modern Education" (ΣύγχρονηΕκπαίδευση), all referring to the integration of ICT in the educational context and teaching of science in Greece during the period 1984-2006, served as survey data. The empirical work is largely based on the theoretical and methodological tool of Aviram & Tami (2004), in which the views about the integration of ICT are characterized in the light of two parameters: the “approaches” and the “attitudes” of the authors, which combined form a matrix mapping the studied “Discourse”. In addition, the study exploits certain theoretical concepts described by Foucault concerning the “Discourse” and those by Bernstein concerning the “Pedagogical Device” and “Pedagogical Discourse”. Within the first parameter, “the approaches”, which are adopted by the authors of the study material, regarding the aims and/or the nature of the ICT integration in the educational context and teaching of Science, six distinct approaches are found. The authors adopt Administrative, Curricula, Didactic, Organizational, Cultural and Ideological approaches. Within the second parameter, “the attitudes”, followed by the authors, in reference to the kind and the level of change that the merging of ICT with education will, or should lead to, four different attitudes emerged: Agnostic, Conservative, Moderate and Radical. The resulting combinations of approaches and attitudes of the authors describe and reveal the existence of highly varying different and often conflicting views, including those that cannot be identified in the specific, functional and consensual environment that dominates the Greek educational “champ”. The study proposes a novel theoretical model describing all views (trivial and innovative) as revealed by the envisaged “Discourse” by classifying them according to three different “Integration Prospects”, three essentially different “Paradigms”. The anticipated prevalence of the "Technocratic Perspective” integration of ICT (settings and changes, agnostics and conservative nature, in terms of administration, educational work and teaching), as well as the strong presence of the coexisting “Holistic Perspective”(conservative and rarely radical deconstruction of the upcoming integration of ICT changes on cultural and ideological bases) throughout the studied period (1984-2006), is demonstrated. Interestingly, from 1997 onwards, the “Reformistic Perspective” appears and is maintained throughout the studied period (that is a reform shift to the dynamic, alternative, instructive example of constructivist learning).

Από τα δεδομένα μιας ποιοτικής προσέγγισης του φαινομένου της εισαγωγής και πιθανής ενσωμάτωσης των Τεχνολογιών Πληροφορίας και Επικοινωνίας στο μάθημα της ιστορίας (σχολικό έτος 2009-2010) προκύπτει ότι η δευτεροβάθμια εκπαίδευση δεν ανταποκρίνεται στις τάσεις και προκλήσεις που σημειώθηκαν και σημειώνονται στο χώρο της παιδείας σε παγκόσμιο επίπεδο. Ανάγκες εκσυγχρονισμού και ευριζωνικότητας παραμένουν ανικανοποίητες. Έτσι, αναδεικνύονται παραδοσιακές μορφές συμβολικού ελέγχου που φαίνεται να κυριαρχούν στο σύγχρονο εκπαιδευτικό χώρο. Ακόμα και σημαντικές πρωτοβουλίες προώθησης της αλλαγής (net book) φαντάζουν στα μάτια των εκπαιδευτικών «αυθαίρετες» εκφράσεις εξουσίας χωρίς αποτέλεσμα. Όσοι εκπαιδευτικοί τόλμησαν την αλλαγή βίωσαν την ανάγκη ξεπαγώματος μιας ισχυρά δομημένης εκπαιδευτικής πρακτικής στο πλαίσιο ανέτοιμων εγκαταστάσεων και συνειδήσεων για την αποδοχή του εμβλήματος της εποχής. Συμπερασματικά λοιπόν, η παγίωση μιας εκπαιδευτικής καινοτομίας δεν εξασφαλίζει μαθησιακά αποτελέσματα με διχοτομήσεις του τύπου κλειστό/ανοικτό σχολείο αντίθετα απαιτείται συντονισμός και συλλογική δράση. / It can be elicited from the qualitative data that the quadric education doesn’t correspond to the tendencies and the challenges that take place in the field of education worldwide. The need for update remains unsatisfied. As a result traditional forms of symbolic control emerge and seem to dominate in the current educational area. Even important initiatives that promote change (net book) have been treated by the educators as arbitrary and ineffective expressions of authority. On the other hand some of those who presumed to launch this change they faced a deeply rooted educational practice underlined by the lack of facilities and the lack of consciousness which in turn discourage the need for change. Concluding, the consolidation of an educational novelty doesn’t provide learning outcomes with dichotomies such as open or close school but on the contrary coordination and collective action is needed.

This thesis aims to examine the News Usage practices of young Pakistani university students in the networked news media environment. The development of internet and its subsequent technologies have played a significant role in the transition from Mass Media towards Networked Media and this transition has directly influenced news usage practices. In Pakistan, almost 99% of the sample population of this research has mobile phones. The introduction of 3G and 4G mobile technologies in 2014 and recent ICT policy initiatives suggests that there are plans to subsidize smart phones in the country, which will further boost the digital environment. The news users in Pakistan now have more choices to follow news from multiple platforms and via multiple devices. There is a networked media ecosystem around users and it is continuously evolving and consequently transforming the news media institutions and the users’ news usage experience. The practice of using news is changing and transforming the user’s news usage experience but the available theoretical framework did not adequately address this, until the emergence of the ‘Theory of Mediatization’. The four main contributors to mediatization theory have been Lundby (2014) Hepp (2009), Hjarvard, (2008), Couldry (2008) and Krotz (2007) .Building on their contribution, and including the valuable addition by Winfried Schulz (2004), I am applying the framework of mediatization to a cohort of university students in Pakistan to investigate their changing news usage practices in the networked media environment. I have adopted a mixed method approach, following the double sequential loops method.