Diane Mavers

Broadening Access to the Curriculum through Using Technology to Link Home and School: A Critical Analysis of Reforms Intended to Improve Students’ Educational Attainment

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 peoples 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.

Mapping Learning Potential: students’ conceptions of ICT in their world

Abstract This paper discusses the use of a particular form of image-based concept mapping to explore how students aged 10–16 conceptualise the role of computers in todays world. The theoretical basis for the approach is the Vygotskian theories of Wertsch and Cole, which suggest that mediation of human activity through new information and communication technologies has the potential to transform human capabilities. Wartofskys work on human perception suggests that an important element of this process of mediation is the development of mental representations of networked technologies which make it possible to use them creatively and develop skills in their use quickly and easily. Two methods of analysis of the concept maps are described, one based on phenomenography, the other on semiotics. The paper ends with discussion of the pedagogical implications of the findings.