14 SES 05 B, Policies and Action Related to Cooperation – Home-School-Community Links IV
Parallel Paper Session
In the framework of European policies, the distribution of free or low-cost laptops to children in the 1st cycle of basic education in Portugal, was a political measure that had as main goals to democratize the access to information technologies (ICT), and, in that way, to promote its use in the teaching and learning processes, preparing, very early, the new generations to the knowledge society.
However, the idea that ICT by itself can generate changes and progress, present in many speeches about the information society, appears to suffer of a certain technological determinism that has been denounced by the empirical evidence since several years ago (Lyon, 1992). One question that arises at the information society is the problem of digital divide, concerning the inequalities of access and use of the ICT by different social groups, having constantly new settings (Castells, 2007). In the other end, studies in the education field show that the simple use of ICT without any change of teaching practices, does not bring significant changes to the education systems and can exacerbate initial learning inequalities (Eurydice, 2001; Miranda, 2007).
The political measure of distributing laptops to families instead of to schools amplifies the potential scope of such initiatives, raising questions related to the process of integration of new technologies in the school environment, in the familiar environment, and, in special, about the relationship between those two contexts.
The sociology of education had been aware of how the established relation between school and family, in structural terms and in interactions among social actors, can foster or work as a barrier to the schooling process, in general, and to the children school learning (Dubet, 1997; Epstein, 1992; Lareau, 1989; Montandon & Perrenoud, 1987; Silva, 2003).
This paper seeks to understand how the concerned political measure is being appropriated by social actors, from the relationship established between school and family, especially considering the following questions: (i) Which are the uses of Magalhães laptop at the school and at home? (ii) Which is the articulation between the uses of Magalhães laptop in both contexts? (iii) Which are the communication practices between the school and the family, in general, and in regard to the uses of Magalhães laptop? (iv) Which are the representations of parents, teachers and children about the opportunities and constraints of the measure?
Castells, M. (2007). A galáxia Internet. Reflexões sobre a Internet, Negócios e Sociedade. Lisboa: Fundação Calouste Gulbenkian. Diogo, A.,Gomes, C., & Barreto, A. (2011). O computador Magalhães entre a escola e a família, numa escola Básica Integrada de Ponta Delgada: um olhar sociológico sobre seus efeitos. Research report, Ponta Delgada, Centro de Estudos Sociais da Universidade dos Açores Dubet, F. (1997). École, familles. Le malentendu. Paris: Textuel. Epstein, J. (1992). School and family partnerships. In M. Alkin (Ed.), Encyclopedia of Educational Research. (pp. 1139-1151). New York: MacMillan. Eurydice (2001). Information and Communication Technology in European Education Systems. Retrieved from http://www.eurydice.org/portal/page/portal/Eurydice. Kellerhals, J. e Montandon, C. (1991). Les stratégies éducatives des familles. Milieu social, dynamique, familiale et éducation des pré-adolescents. Neuchâtel: Delachaux et Niestlé. Lareau, A. (1989). Home Advantage. Social Class and Parental Intervention in Elementary Education. London: The Falmer Press. Lyon, D. (1992 ). A sociedade da informação. Oeiras: Celta. Miranda, G. L. (2007). Limites e possibilidades das TIC na educação. Sísifo. Revista de Ciências da Educação, 3, 41-50. Retrieved from http://sisifo.fpce.ul.pt. Silva, P. (2003). Escola-Família, uma relação armadilhada. Porto: Afrontamento.
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