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'Interrupted Learning: laptops and their communicative possibilities'

Researchers

Dr Pauline Padfield & Dr Elizabeth (Betty) Jordan

Keywords

'interrupted learning', 'interrupted learners', inclusion/exclusion, 'outwith school' learning, base school, Travellers, distance and open learning.

Abstract

Across Europe, Occupational Traveller childrens' experiences with computer-based learning initiatives (Topilot, Flex and Trapeze) have shown that open and distance learning raises questions about 'educational quality'. Anecdotal reports, from Scottish teachers with experience of laptop provision for 'out of school' learning, suggest that teaching staff are not receiving specialised training in the use of technology. Teachers also report pupils require significant parental input of practical help and encouragement if laptops are to succeed in supporting children to achieve positive educational experiences. As a technological means of keeping a pupil in touch with a 'base school' and its curriculum opportunities, 'laptops' and other forms of ICT offer an opportunity of finding new ways of transcending problems of accessing to schooling for pupils educated in 'outwith school' settings.

The research

All three phases of research into Scottish local authorities' provision of laptop computers for teachers working in out-of-school settings was completed in May 2003. The research produced two reports:

'Interrupted Learning: laptops and their communicative possibilities' (March 2002);
'"Are these really for us?" Laptops for teachers of pupils educated in outwith school settings.' (May 2003).

'Interrupted Learning' provided a brief overview of Scottish education authorities' policies and practices in relation to the provision of laptops to pupils being educated in out-of-school settings.

Education authorities' varied widely in their general provision of laptops to Scotland's heterogeneous pupil population. As a policy and in practice no education authority provided laptops for Gypsy/Traveller pupils or pupils with 'social, emotional and behavioural difficulties'.

'"Are these really for us"' examined provision of laptops to teachers working with the above pupil groups in out-of-school settings.

Despite working in a number of out-of-school settings during the course of one day, teachers were generally provided with poor levels of portable interactive communications technology (ICT) such as laptops, printers and educational software. Lack of training in its use prevented teachers and pupils from developing their ICT skills. The lack of connectivity to the Internet also restricted access to the motivational potential of ICT, which has been shown to encourage pupils' positive engagement with formal learning.

Nevertheless, evidence was found of innovative use of what technology was available, by teachers working with both groups of pupils, and particularly by Gypsy/Traveller pupils.

Presentations

'Interrupted Learning: laptops and their communicative possibilities' Pauline Padfield, SERA Annual Conference Dundee September 2001

Duration /Funding

Initial period of Six Months/ SEED, STEP, Faculty of Education, The University of Edinburgh. Funding extended from August 2001 - March 2002

Contacts

Email Pauline.Padfield@ed.ac.uk

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