Lewin, Cathy (2004) Access and use of technologies in the home in the UK: implications for the curriculum. Curriculum journal, 15 (2). pp. 139-154. ISSN 1469-3704Full text not available from this repository.
This article reports on research undertaken as part of the government initiatives to transform educational practices and raise standards through new technologies. In particular, it focuses on differences between home and school experiences of ICT use and formal/informal learning opportunities. First, the issues arising from the growing body of research-based evidence in this field are considered. Second, a discussion of the analysis of three sources of data from the ImpaCT2 project is presented: a pupil log of ICT activity undertaken at home and at school over a period of one week (including a weekend); an internet questionnaire about home and school uses for both school work and leisure pursuits; and a concept mapping task to ascertain pupils' understanding of computers in their world. The article concludes by considering the implications for the curriculum of home experiences of ICT and the benefits of informal learning with ICT.
|Additional Information:||Full-text of this article is not available in this e-prints service. This article was originally published [following peer-review] in Curriculum Journal, published by and copyright Routledge.|
|Divisions:||Legacy Research Institutes > Education and Social Research institute (ESRI) > ESRI Research Group: ICT Pedagogy and Learning|
|Date Deposited:||10 Jul 2009 13:38|
|Last Modified:||28 Nov 2016 11:51|
Actions (login required)