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This Concept Map, created with IHMC CmapTools, has information related to: HOME SCHOOL COMMUNICATION THROUGH DIGITAL MEDIUMS, 1 A STUDENT ; 2 A PARENT/CARER ; 3 A TEACHER A PRIORITY FOCUS SENIOR EDUCATION TRAINING PLAN multi-nodal networks of shared responsibility through multi-modal application of social media??? 5 STUDENT /A PERSON IN THE SCHOOL, VALUE DIVERSITY /DIFFERENCES OF EACH INDIVIDUAL 1 A STUDENT ; 2 A PARENT/CARER ; 3 A TEACHER, 1 A STUDENT ; 2 A PARENT/CARER ; 3 A TEACHER A PRIORITY FOCUS SENIOR EDUCATION TRAINING PLAN multi-nodal networks of shared responsibility through multi-modal application of social media??? START DOING "NEW PRACTICES ", THE SAME ELEMENTS FOR ALL PEOPLE IN THE ECOLOGICAL SYSTEM IDENTITY/ AGE /STAGE SOCIAL,CULTURAL,FINANCIAL,INTELLECTUAL,CAPITALS PERSONAL RESPONSIBILITIES AND ACCOUNTABILITIES WITHIN THE LEGISLATIVE /COMMON LAW FRAMEWORK, 1 A STUDENT ; 2 A PARENT/CARER ; 3 A TEACHER A PRIORITY FOCUS SENIOR EDUCATION TRAINING PLAN multi-nodal networks of shared responsibility through multi-modal application of social media??? STOP DOING, 1 A STUDENT ; 2 A PARENT/CARER ; 3 A TEACHER A PRIORITY FOCUS SENIOR EDUCATION TRAINING PLAN multi-nodal networks of shared responsibility through multi-modal application of social media??? FEEL GOOD 'KEEP DOING ", SPACES OF ENGAGEMENT 5 STUDENT /A PERSON IN THE SCHOOL, TEACHERS ‘parents’ role is in supporting us with the child so being the home resource to exert positive or negative pressure on their child to do what they need to do to make progress’ and ensure that children met the school’s expectations of them, framing ‘the problem’ as one of ensuring children’s alignment with school expectations, and placing much of the problem within the home. Third space theories conceptualize a way in which the funds of knowledge of home and school can come into ‘conversation’ with one another (Moje et al. 2004; Hughes & Pollard 2006) The terms of the home–school relationship are often defined by school, with parents’ and children’s views given little weight and one-way communication from the school to the home is often the norm (Alldred et al. 2002; Hughes & Greenhough 2006). However, for families whose cultures and funds of knowledge are different from those in school, the school agenda is not easily integrated with the cultures and practices of the home (Lewin et al. 2003), This requirement on parents to deliver the school’s agenda in the home comprehensively conceals any contribution that children’s home practices and discourses make to their learning (Lareau & Shumar 1996; Alldred et al. 2002)., STUDENTS,PARENTS,TEACHERS AGREE it was not necessary for teachers to know about problems children had outside school unless they affected children’s behaviour or progress within school KEY CONCEPTS SOME children, parents, and teachers in this study, it seems that the school curriculum and qualifications system were hurdles that had to be passed in order to proceed to the next stage of employment or education, rather than offering knowledge and skills that were seen as meaningful or useful in themselves., STUDENTS,PARENTS,TEACHERS AGREE it was not necessary for teachers to know about problems children had outside school unless they affected children’s behaviour or progress within school KEY CONCEPTS PARENTS did not always trust children to tell the full story., 1 A STUDENT ; 2 A PARENT/CARER ; 3 A TEACHER A PRIORITY FOCUS SENIOR EDUCATION TRAINING PLAN multi-nodal networks of shared responsibility through multi-modal application of social media??? SO WOT FOR INALA? transferability /contextualise A PERSONAL WORKING HYPOTHESIS SUPPORTED BY THIS READING, STUDENTS,PARENTS,TEACHERS AGREE it was not necessary for teachers to know about problems children had outside school unless they affected children’s behaviour or progress within school KEY CONCEPTS TEACHERS ‘parents’ role is in supporting us with the child so being the home resource to exert positive or negative pressure on their child to do what they need to do to make progress’ and ensure that children met the school’s expectations of them, framing ‘the problem’ as one of ensuring children’s alignment with school expectations, and placing much of the problem within the home., 1 A STUDENT ; 2 A PARENT/CARER ; 3 A TEACHER A PRIORITY FOCUS SENIOR EDUCATION TRAINING PLAN multi-nodal networks of shared responsibility through multi-modal application of social media??? 6 PARENT/A PERSON IN THE SCHOOL, SPACES OF ENGAGEMENT 6 PARENT/A PERSON IN THE SCHOOL, SPACES OF ENGAGEMENT 7 STUDENT/PARENT /"A PERSON IN THE SCHOOL ", 1 A STUDENT ; 2 A PARENT/CARER ; 3 A TEACHER A PRIORITY FOCUS SENIOR EDUCATION TRAINING PLAN multi-nodal networks of shared responsibility through multi-modal application of social media??? 7 STUDENT/PARENT /"A PERSON IN THE SCHOOL ", STUDENTS,PARENTS,TEACHERS AGREE it was not necessary for teachers to know about problems children had outside school unless they affected children’s behaviour or progress within school KEY CONCEPTS STUDENTS resented the idea of digital technologies enabling parents and teachers to talk about them ‘behind their back’passively’. Children were, engaged in a range of activities outside school that were likely to offer them opportunities for learning, with digital technologies playing a role in each: Children said that that they would ‘feel weird’ and it would be ‘uncomfortable’ to use digital technologies such asMSNto talk to teachers from home, and one girl suggested that she wanted to maintain some distinction between her school and home identities: ‘it’s good teachers know me at school, but not at home, because I’m a completely different person at home’. explained by the nature of the differing power relationships at home and in school: if the dominant characteristics of a school are of assessment and control, then children may understandably be reluctant to expose their home life to this scrutiny or to invite it into their home, SPACES OF ENGAGEMENT 4 STUDENT /PARENT CARER, In this study, children were concerned that digital parent–teacher communication would exclude them from the conversation. While parents and teachers wanted children to be involved and take more responsibility, this was more about reducing children’s potential disruptiveness than making space for their perspectives. If children are to play a role in digital home–school communication, this will need to be supported not just by technical features, but by a commitment to valuing their contributions on behalf of teachers and parents. FINDINGS TO PONDER In this study ,PARENTS & STUDENTS were committed to maintaining strong boundaries between home and school, Attempts to build connections between learning in these two spaces CANNOT be to simply ‘transplant’ elements from one domain to another. Such displaced elements do not ‘fit’ in their new contexts, whether that is the embarrassing celebration of out-of-school achievement in school or the intrusion of teacher communication to home life., In this study, children were concerned that digital parent–teacher communication would exclude them from the conversation. While parents and teachers wanted children to be involved and take more responsibility, this was more about reducing children’s potential disruptiveness than making space for their perspectives. If children are to play a role in digital home–school communication, this will need to be supported not just by technical features, but by a commitment to valuing their contributions on behalf of teachers and parents. FINDINGS TO PONDER ‘I’m a completely different person at home’: Using digital technologies to connect learning between home and school L. Grant 23 May 2011 Futurelab, Bristol, UK and University of Bristol, Bristol, UK Email: lyndsay.grant@bristol.ac.uk