Constructing the Child Computer User: from public policy to private practices
British Journal of Sociology of Education
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This article was developed from an ESRC funded research project (1998-2000) entitled 'ScreenPlay' conducted by researchers from Bristol, Cardiff and University of Wales Newport universities. The work acknowledges that access to new technologies in the area of information and communication (ICT) is of great concern to the British government but challenges the stereotype that all young people are vanguards of a 'digital revolution'. Based on research with children and their families, the work explores how the use of the computer is actually negotiated within the home and explores what implications this may have for educational policy and practice. The authors suggest that, rather than e-learners approaching technologies like the computer facing a body of ICT knowledge which they need to engage with it might be more conducive to ICT learning to start with the user and his or her creative use of the computer and challenge distinctions such as 'work' 'home' or 'play' in relation to this technology. The work has informed debates concerning access and equality in relation to ICT not just in education but also in relation to economics and citizenship. The work is heavily cited, for example in: The 'Digital Divide': A Discussion Paper prepared for the DfES (UK Government Department of Education and Skills) by the Evidence Team, Becta (British Educational Communications and Technology Agency, April 2001). It is hoped therefore that this article may have contributed to debates in relation to the Government’s strategies and developments in relation to ICT and e-learning.
22 (1), pp.91-108
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