Exploring the Potential of the Homework System and Tablet PCs to Support Continuity of Numeracy Practices between Home and Primary School

Autor/inn/en	Kerawalla, Lucinda; O'Connor, Jeanette; Underwood, Joshua; duBoulay, Benedict; Holmberg, Joe; Luckin, Rose; Smith, Hilary; Tunley, Hilary
Titel	Exploring the Potential of the Homework System and Tablet PCs to Support Continuity of Numeracy Practices between Home and Primary School
Quelle	In: Educational Media International, 44 (2007) 4, S.289-303 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
Schlagwörter	Homework; Numeracy; Learning Experience; Home Study; Family School Relationship; Computer Uses in Education; Technology Integration; Elementary Education; Interviews; Parent Attitudes; Foreign Countries; Instructional Effectiveness; United Kingdom + Suchen Sie Ihr Suchwort? Hausaufgabe; Rechenkompetenz; Lernerfahrung; Computernutzung; Elementarunterricht; Interviewing; Interviewtechnik; Elternverhalten; Ausland; Unterrichtserfolg; Großbritannien
Abstract	In this study we assess whether and how the Homework System was effective in creating greater continuity of understanding between home and school. Children in a mixed Year 1 and Year 2 class (aged 5-6 years old) were taught numeracy using the Homework System on tablet PCs, and they were assigned activities to carry out on the tablet PC for homework. The Homework System blurs the boundaries between home and school by making learning materials, individual learning histories and information of aims and objectives available in both the school and home context. Six families took part in two semi-structured interviews, pre and post the introduction of the system. Themes that emerged from these data suggest that the Homework System was successful in empowering parents with a new understanding of classroom teaching methods and materials. Overall, children's levels of enthusiasm, confidence, responsibility and independence in numeracy increased significantly in all the households. Moreover, the way in which home and school numeracy activities could be inter-dependant was made more transparent. Thus, homework was seen less as schoolwork to be done at home, but instead as an integral part of a seamless learning experience. The adoption of this approach would be of benefit to schools and may increase the effectiveness of their attempts to engage parents with their children's learning. (Contains 3 figures.) [This study was funded by EPSRC/ESRC/DTI PACCIT.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10