This chapter reports research conducted in Melbourne, Australia that is focused on the use of information and communication technologies (ICTs) in schools and families. The emphasis is on the relationship between technology, learning, culture and (dis)advantage. It is generally agreed that ICTs are associated with major social, cultural, pedagogical and lifestyle changes, although the nature of those changes is subject to conflicting norms and interpretations. In this chapter we adopt a critical, multi-disciplined, relational perspective in order to examine the influence of ICTs, in schools and homes, on a sample of students and their families.
Angus, L., Snyder, I. and Sutherland-Smith, W. (2003), "ICT EDUCATION POLICY: CULTURAL LESSONS FROM FAMILIES", walford, G. (Ed.) Investigating Educational Policy Through Ethnography (Studies in Educational Ethnography, Vol. 8), Emerald Group Publishing Limited, Bingley, pp. 47-62. https://doi.org/10.1016/S1529-210X(03)08003-3Download as .RIS
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