NP3 RQ4 findings

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Findings related to RQ4[edit]

RQ4 What are the consequences of the answers to RQs 1-3 for learning in terms of social justice, and across and within subject domains?

RQ4 was concerned with consequences of the answers to the previous research questions for learning in terms of social justice, and across subject domains. This analysis focussed primarily on differences in ICT use: across subjects; with children labelled as having different ‘abilities’; and in relation to gender. See Section 10 of the report.

Key finding 15: The assumption that SES determines ICT access at home may need to be re-examined as the data did not show there to be a definitive link between socio-economic status and children’s access to devices, access to the internet or use of ICT.

Key finding 16: The teachers’ perceptions of the nature of the different curriculum subjects and their views of ‘knowledge’, strongly influenced how ICT was used in practice, although there as clearly scope for ICT to be used effectively across subjects. ICT use had greater impact (or potential to impact) on what and how children were taught where subjects were perceived to be less ‘fact based’ and ‘procedural’, such as in history and music, compared with maths.

Key finding 17: Much of the ICT use in English and Maths provided opportunities for ‘drill and practice’ types of learning, which supported the development of children’s skills for meeting the National Curriculum requirements.

Key finding 18: In English, ICT was used in variety of ways to enhance writing where the writing itself was or could have been changed by use of ICT (e.g. using rich immersive worlds offered powerful opportunities to stimulate and scaffold writing). ICT also provided opportunities to explore new forms of composition and write for real audiences (e.g. using blogs).

Key finding 19: In maths, ICT provided the possibility for children to articulate, share and co-construct understandings of particular mathematical methods (e.g. using Explain Everything). In maths, some teachers tried to increase children’s independence through providing access to video clips to explain various aspects of mathematics.