Abstract
For more than fifteen years, The Learning Foundation has provided
socioeconomically disadvantaged households with children in England with
some kind of technological device (a tablet or a laptop) to use at school, and
at home to complete schoolwork and homework. The 1:1 (one device per
child) scheme has reached more than 1,000 schools, 400,000 parents and
250,000 children. This ongoing mixed-methods study examines the impact
of parental engagement on children's learning by identifying patterns in the
conditions under which the use of technology might be more effective in
supporting parents to help children learn. My study has two stages: during
the first stage, data from two surveys from more than 5,000 parents will be
statistically analysed using structural equation models; during the second
stage, new data will be collected from schools, parents, students and past
project’s participants to allow a longitudinal study.
socioeconomically disadvantaged households with children in England with
some kind of technological device (a tablet or a laptop) to use at school, and
at home to complete schoolwork and homework. The 1:1 (one device per
child) scheme has reached more than 1,000 schools, 400,000 parents and
250,000 children. This ongoing mixed-methods study examines the impact
of parental engagement on children's learning by identifying patterns in the
conditions under which the use of technology might be more effective in
supporting parents to help children learn. My study has two stages: during
the first stage, data from two surveys from more than 5,000 parents will be
statistically analysed using structural equation models; during the second
stage, new data will be collected from schools, parents, students and past
project’s participants to allow a longitudinal study.
| Original language | English |
|---|---|
| Title of host publication | Technology matters: Proceedings of the 2018 STORIES conference |
| Publisher | University of Oxford |
| Pages | 24-28 |
| Publication status | Published - 2019 |