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espace at MMU > Research Institutes > Education and Social Research Institute (ESRI) > ESRI Research Group: ICT Pedagogy and Learning  > Broadening access to the curriculum through using technology to link home and school: a critical analysis of reforms intended to improve students' educational attainment

Please use this identifier to cite or link to this item: http://hdl.handle.net/2173/68475
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Title: Broadening access to the curriculum through using technology to link home and school: a critical analysis of reforms intended to improve students' educational attainment
Authors: Lewin, Cathy
Mavers, Diane
Somekh, Bridget
Citation: Curriculum journal, 2003, vol. 14, no. 1, pp. 23-53
Publisher: Routledge
Issue Date: Jan-2003
URI: http://hdl.handle.net/2173/68475
DOI: 10.1080/0958517032000055974
Additional Links: http://www.tandf.co.uk/journals/routledge/09585176.asp
Abstract: This article reports on a UK study identifying innovative practice in the use of ICT to link home and school and its potential for enhancing learning. It is set in the context of recent political tensions and the mismatch between ICT use in the home and traditional educational systems. The theoretical framework draws upon curriculum theories and reviews what is already known about home use of ICT. A survey was administered to schools identified for innovative models of practice in both teaching and learning, and management and administration. From the 115 responses, eight contrasting case-study schools were selected. Three exemplars highlight a shift in practices: a move towards self-directed learning; greater flexibility and autonomy for students; and improved communication between home and school. We argue that technology could support a broader access to the curriculum, but that policy-makers should be aware of the digital divide issues. Young people's home use of technology suggests a rich experience involving exploratory activities, access to knowledge and the opportunity to publish their views. Curriculum reform is essential in order to maximize the potential of technology. It demands a shift away from current curriculum and pedagogy towards critical thinking and knowledge construction.
Type: Article
Language: en
Description: This metadata relates to an electronic version of an article published in Curriculum journal, 2003, vol. 14, no. 1, pp. 23-53. Curriculum journal is available online at informaworldTM at http://www.tandf.co.uk/journals/routledge/09585176.asp
Keywords: Ict
Home-school links
Curriculum reform
Innovative practice
Flexible learning
Digital divide
ISSN: 0958-5176
EISSN: 1469-3704
Appears in Collections: ESRI Research Group: ICT Pedagogy and Learning
Institute of Education

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