NP3 significance

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Theory Literature Methodology Frameworks Findings Significance

This research is significant because it:

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* provides the Digital Practice Framework (DPF), a new tool for analysing children’s digital practices outside school
  • provides a rich insight into children’s digital practices outside school, and some of the ways in which these are constrained or enabled (see Section 6 of the Meta-analysis report)
  • raises questions about the simplistic assumption that children from higher socio-economic backgrounds will have better access to ICT outside school than those from lower socio-economic backgrounds (see the Meta-analysis report, Section 10.2 paragraph 2)
  • exemplifies some of the differences in ICT practices between boys and girls outside school (see Section 6.5.1 of the Meta-analysis report)
  • raises questions about common assumptions about the extent to which children engage with ICT outside school (see Section 6.3 of the Meta-analysis report)
  • indicates ways in which the home arena and parents (or other people in action) often constrain children’s ICT use and prevent them from extending their participation by placing significant limits on the time children can spend using ICT and/or on their ability to engage with others through or about their ICT use (see Sections 6.4 and 6.5 of the Meta-analysis report)
  • provides evidence that there is a lack of alignment between teachers’ pedagogic practices in primary schools and children’s digital practices outside school (see Section 7 of the Meta-analysis report)
  • provides strong evidence that the curriculum, assessment and accountability regime in England constrains what many teachers believe is effective educational practice (see Section 9.2 of the Meta-analysis report)
  • provides the ICT Innovation Framework (ICTIF), an updated tool for analysing the impact of ICT use in schools,
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* exemplifies ways in which ICT can be used to enhance learning, including a range of examples of ICT use that could change what and/or how children are taught and could not be achieved without ICT (see Section 8 of the Meta-analysis report)
  • demonstrates some of the differences in how ICT is used across subject domains, which appear to be linked with perceptions of the nature of knowledge in different domains (see Section 10.1 of the Meta-analysis report)
  • illustrates ways in which ‘ability grouping’, as implemented in some of the study schools, results in children labelled as ‘lower ability’ having fewer opportunities to use ICT and less rich experiences when they are using ICT (see Section 10.2 of the Meta-analysis report)
  • provides the Innovative Pedagogy Framework (IPF), a new tool for analysing pedagogical practice, with strong theoretical underpinnings
  • provides evidence to indicate that despite the constraints imposed by the curriculum, assessment and accountability regimes teachers can implement Constructivist or Innovative pedagogic practices (see Sections 11.2 and 11.3 of the Meta-analysis report)
Theory Literature Methodology Frameworks Findings Significance
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