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ERIC Number: EJ779903
Record Type: Journal
Publication Date: 2007-Dec
Pages: 15
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0952-3987
Exploring the Potential of the Homework System and Tablet PCs to Support Continuity of Numeracy Practices between Home and Primary School
Kerawalla, Lucinda; O'Connor, Jeanette; Underwood, Joshua; duBoulay, Benedict; Holmberg, Joe; Luckin, Rose; Smith, Hilary; Tunley, Hilary
Educational Media International, v44 n4 p289-303 Dec 2007
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.]
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom