Background: In today's society, a growing body of literature attests to the importance of young children's early digital literacy skills in their home environments and how acquisition of these digital literacy skills relates to their future learning and digital literacy. Objectives: Research on young children's digital literacy practices at home…

Background: A strong knowledge of mathematics, beginning at the elementary level, is critical for participation in today's complex world. The home may be one way to facilitate individualized mathematics instruction, given that children spend more time at home than in an academic institution. Therefore, researchers are interested to see whether the…

Since 2006, the ability to use information and communication technology (ICT) has been included as a key competence in the curriculum in Norway, and specific competence aims are developed for most grades. The aim of this study was to identify students' ability to use ICT according to the competence aims, and to examine factors that can predict…

This paper reports on a qualitative study exploring children's, parents', and teachers' experiences of communication between home and school and connections between children's learning at school and home in order to consider how using digital technologies to mediate the home-school relationship might support children's learning. Parents, teachers,…

In recent years parents have invested heavily in providing their children with technologies at home in order to support their present and future educational activities. UK education policy has encouraged parents to help their children use these technologies to support their learning, but within a broader social context of growing anxiety about…

Informed by "critical" approaches to "educational technology", this paper aims to move away from presenting a "could" and "should" explanation of children learning with technology to a more nuanced, context-rich analyses of how information and communication technologies (ICTs) are being used by technologically privileged families at home. Here, a…

Schemes that seek to ensure that children have access to technology at home have, so far, been aimed at children over the age of 8. However, there is likely to be an increasing policy interest in extending similar schemes to pre-school children given widespread commitment to the value of early intervention in children's education and family life.…

Government attention (in England and elsewhere) has been drawn to the role of technology in supporting learning in families. However, sociologists of education highlight that parent's ability to engage with their children's education and learning is not a straightforward issue. Drawing on the work of Pierre Bourdieu, this paper attempts to open up…

This paper examines the impact of a UK government initiative, introduced in late 2008 and closed in 2011, to provide a computer and 1 year of Internet connectivity to low-income households with children aged 5-19 years. This paper presents and discusses the findings from the evaluation of the initiative, the Home Access Programme (HAP) pilot study…

The literature seems to suggest that women may be at risk from being excluded from adult education programmes, which use e-learning, especially when they have low economic status. Based on a survey of 551 women, family day care providers, we conclude that there is a persistent divide in PC access and use, as well as in perceived PC skills…