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ERIC Number: EJ821452
Record Type: Journal
Publication Date: 2005-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1475-939X
From Promises to Practices: The Fate of Educational Software in the Home
Kerawalla, Lucinda; Crook, Charles
Technology, Pedagogy and Education, v14 n1 p107-125 Mar 2005
Thirty-two families were given six market-leading, educational CD-ROMs each, and usage of them was logged over 11 weeks. These children and their parents were also interviewed on three occasions. Although parents and children were enthusiastic upon receipt of the software and envisaged that it would be a useful learning tool, children's use of these titles rapidly declined to an average of between only 10 and 25 minutes a week. Children spent most of their time using these products alone; collaboration with other family members was minimal. This is compared with parents' examples of other learning activities that take place as a whole family. Parents and children were asked to discuss the perceived qualities of the CD-ROMs. Parents had limited insight into how this home computer experience might relate to their children's experience in classrooms and they made little reference to informal theories of learning and teaching in judging the quality and impact of the software. This was classified as "good" mainly in terms of features that could promote recreational enjoyment. It is concluded that the purchase/provision of a PC and of educational CD-ROMs is not enough, by itself, to foster lively learning practices in the home. Parents and schools need to work more closely together if this is to be achieved. (Contains 4 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 4; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom