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Find out about our new project and how you could take part

Project info[edit]

23-Mar-2017 - NP3 Case Study 4 public report published[edit]

NP3 CS4 Public report image 8.png The public report for Case Study 4 is now available to download as a pdf. This report focusses on a range of children's use of ICT outside school, as well as use of ICT inside a Year 2 and a Year 6 class in this community school in North East of England.

Download the report or look at the other NP3 public reports.

Go to the NP3 News archive ...

Quick overview[edit]

New Purposes – New Practices – New Pedagogy (NP3) is exploring the digital practices that children are engaging with outside school and the extent to which these are recognised, valued and influencing practices inside primary schools. We are concerned with issues to do with social justice and the institutional factors that impact on schools’ responses to pupils’ digital practices.

NP3 Overview diagram.jpg

Our Research Questions (RQs) are:

  1. What are the digital practices that pupils bring to their learning in school?
  2. Across subject domains what do teachers’ intended and enacted pedagogic practices indicate about their awareness of and the value accorded to pupils’ digital competencies, and how do pupils’ experience these pedagogic practices?
  3. What institutional circumstances and practices enable or undermine how pupils’ digital competencies and practices are recognised (RQ1) and integrated into teachers’ practice (RQ2)?
  4. What are the consequences of the answers to RQs 1-3 for learning in terms of social justice, and across and within subject domains?
  5. How does the research inform how to represent and model a participative pedagogy of mutuality (Bruner, 1996; Wenger, 1998; Alexander, 2000; Murphy & Wolfenden, 2013) and engage teachers with that pedagogy? This will be addressed through the meta-analysis of data across studies.

NP3 is a collaboration between the Open University, Lancaster University and Manchester Metropolitan University, which is funded by The Society for Educational Studies (SES) and led by Professor. Peter Twining.