Book contents
- Frontmatter
- Contents
- List of Tables and Figures
- Preface
- Chapter 1 THE PROMISE
- Chapter 2 STUDYING THE PROMISE
- Chapter 3 THE ABSENCE OF CHILDREN'S ACADEMIC COMPUTING AT HOME
- Chapter 4 THE AVAILABILITY OF EDUCATIONAL SOFTWARE
- Chapter 5 THE IMPORTANCE OF PARENTAL ENCOURAGEMENT AND ASSISTANCE
- Chapter 6 THE ROLE OF GENDER IN HOME COMPUTER USE
- Chapter 7 SCHOOL USE OF COMPUTERS
- Chapter 8 CHILDREN'S PREFERENCE FOR GAMES
- Chapter 9 REDEFINING A NEW TECHNOLOGY AS A SOCIAL INNOVATION
- Chapter 10 VIEWING TECHNOLOGICAL CHANGE AS A SOCIAL PROCESS
- Chapter 11 REEXAMINING THE HOME-SCHOOL COMPUTER CONNECTION
- Chapter 12 WHERE DO WE GO FROM HERE?
- Appendix A A FURTHER NOTE ON SITE FIELDWORK AND ANALYSIS
- Appendix B LIST OF CODES FOR SITE LOG ANALYSIS
- Appendix C SITE LOG ANALYSIS CODEBOOK
- Appendix D LIST OF FAMILIES AND SCHOOL-AGED CHILDREN
- Appendix E SPECIFIC STEPS FAMILIES MIGHT TAKE
- References
- Index
Chapter 7 - SCHOOL USE OF COMPUTERS
Published online by Cambridge University Press: 05 March 2012
- Frontmatter
- Contents
- List of Tables and Figures
- Preface
- Chapter 1 THE PROMISE
- Chapter 2 STUDYING THE PROMISE
- Chapter 3 THE ABSENCE OF CHILDREN'S ACADEMIC COMPUTING AT HOME
- Chapter 4 THE AVAILABILITY OF EDUCATIONAL SOFTWARE
- Chapter 5 THE IMPORTANCE OF PARENTAL ENCOURAGEMENT AND ASSISTANCE
- Chapter 6 THE ROLE OF GENDER IN HOME COMPUTER USE
- Chapter 7 SCHOOL USE OF COMPUTERS
- Chapter 8 CHILDREN'S PREFERENCE FOR GAMES
- Chapter 9 REDEFINING A NEW TECHNOLOGY AS A SOCIAL INNOVATION
- Chapter 10 VIEWING TECHNOLOGICAL CHANGE AS A SOCIAL PROCESS
- Chapter 11 REEXAMINING THE HOME-SCHOOL COMPUTER CONNECTION
- Chapter 12 WHERE DO WE GO FROM HERE?
- Appendix A A FURTHER NOTE ON SITE FIELDWORK AND ANALYSIS
- Appendix B LIST OF CODES FOR SITE LOG ANALYSIS
- Appendix C SITE LOG ANALYSIS CODEBOOK
- Appendix D LIST OF FAMILIES AND SCHOOL-AGED CHILDREN
- Appendix E SPECIFIC STEPS FAMILIES MIGHT TAKE
- References
- Index
Summary
The increasing prevalence of school and home computers suggests that, at the very least, there should be thoughtful consideration of the educational potential in using machines at home and school to improve students’ skills.… Few school districts or teachers have begun to consider the potential for making use of the best available software by coordinating efforts between the school and the homes that have computers.
(Epstein, 1985, p. 25)In preceding chapters we have seen how the quality and availability of software, parental encouragement and assistance, and mothers' reactions to computers influenced children's computer use. We now take up the school use of computers and consider how it affected children's home academic computing and educational computing in general. Children's and parents' reports, as well as school visits by some fieldworkers, revealed that the schools emphasized computer literacy and programming. School computer use – at least for most of the children in our study – was not infused into traditional curriculum subjects nor were children exposed to subject-related academic computing in school. These school experiences had an important impact on what children did at home.
In this chapter we discuss school computer use, parental and child reactions to school use, the extent to which teachers communicated with parents about computers, and how these affected home educational computing. We argue that the school's emphasis on computers had an important impact on the home academic computing of the children in our study as well as on their home educational computing in general.
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- Beyond Technology's PromiseAn Examination of Children's Educational Computing at Home, pp. 101 - 117Publisher: Cambridge University PressPrint publication year: 1994