While information and communication technologies (ICT) are prominent in educational practices at most levels of formal learning, there is relatively little known about the skills and understandings that underlie their effective and efficient use in research higher degree settings. This project aimed to identify doctoral supervisors’ and students’ perceptions of their roles in using ICT. Data were gathered through participative drawing and individual discussion sessions. Participants included 11 students and two supervisors from two New Zealand universities. Focus of the thematic analysis was on the views expressed by students about their ideas, practices and beliefs, in relation to their drawings. The major finding was that individuals hold assumptions and expectations about ICT and their use; they make judgements and take action based on those expectations and assumptions. Knowing about ICT and knowing about research processes separately form only part of the work of doctoral study. Just as supervision cannot be considered independently of the research project and the student involved, ICT skills and the use of ICT cannot be considered in the absence of the people and the project. What is more important in terms of facilitating the doctoral research process is students getting their “flow” right. This indicates a need to provide explicit support to enable students to embed ICT within their own research processes.

中文翻译：

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加强信息和通信技术在博士研究过程中的作用

虽然信息和通信技术 (ICT) 在大多数正规学习水平的教育实践中都很突出，但人们对其在研究更高学位环境中有效和高效使用的技能和理解知之甚少。该项目旨在确定博士生导师和学生对其在使用 ICT 中的角色的看法。通过参与式绘图和个人讨论会收集数据。参与者包括来自新西兰两所大学的 11 名学生和两名主管。主题分析的重点是学生就他们的绘画所表达的想法、实践和信念所表达的观点。主要发现是个人对 ICT 及其使用持有假设和期望；他们根据这些期望和假设做出判断并采取行动。分别了解ICT和了解研究过程只是博士研究工作的一部分。正如不能独立于研究项目和所涉及的学生考虑监督一样，如果没有人和项目，就不能考虑 ICT 技能和 ICT 的使用。就促进博士研究过程而言，更重要的是让学生正确地“流动”。这表明需要提供明确的支持，使学生能够将 ICT 嵌入到他们自己的研究过程中。正如不能独立于研究项目和所涉及的学生考虑监督一样，如果没有人和项目，就不能考虑 ICT 技能和 ICT 的使用。就促进博士研究过程而言，更重要的是让学生正确地“流动”。这表明需要提供明确的支持，使学生能够将 ICT 嵌入到他们自己的研究过程中。正如不能独立于研究项目和所涉及的学生考虑监督一样，如果没有人和项目，就不能考虑 ICT 技能和 ICT 的使用。就促进博士研究过程而言，更重要的是让学生正确地“流动”。这表明需要提供明确的支持，使学生能够将 ICT 嵌入到他们自己的研究过程中。