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Children's practices of ICT and social inequalities : on the uses of the Magalhães computer in two school communities

2015Book part Open access
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dc.contributor.authorSilva, Pedro
dc.contributor.authorDiogo, Ana Matias
dc.contributor.authorCoelho, Conceição
dc.contributor.authorFernandes, Conceição
dc.contributor.authorViana, Joana
dc.date.accessioned2017-09-06T16:11:37Z
dc.date.available2017-09-06T16:11:37Z
dc.date.issued2015
dc.description.abstractThis paper addresses the Portuguese government measure that introduced a laptop - the Magalhães computer - in primary education as an attempt to extend the social base of the use of ICT. It tries to give an account of family adhesion to this computer, of some of its uses by children in different contexts, and of the question of inequality in opportunities and uses of ICT. It was based on two studies conducted in schools from two towns in different Portuguese regions. Their methodological design took a longitudinal stance and included a quantitative strand through a survey with teachers, parents and children, as well as a qualitative strand through interviews with teachers and parents and the ethnography of a class in each setting. Data revealed a) a strong adhesion to the Magalhães; b) its regular use by children (mainly at home, secondly, at school, and, thirdly, in other contexts), predominantly under their own initiative; c) the existence of a greater proportion of other computers at home by families with a higher degree of education; d) a more frequent and widespread use of the Magalhães at home by children of parents with a higher degree of education; e) a significantly uneven family support, which is stronger in socially advantaged groups; and f) less imposing rules on the use of the Magalhães at home by families with less education. Data suggest a double trend: a) a widespread acquisition of the Magalhães; and b) a selective use of the computer by the different social groups, accompanied by family mediation that is also selective. This means that, although the first political goal of the programme has apparently been fulfilled, it still lacks the next step, which addresses the effects of the socially differentiated uses of ICT at school and at home.en
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationSilva, P., Diogo, A., Coelho, C., Fernandes, C. e Viana, J. (2015). Children's practices of ICT and social inequalities: on the uses of the Magalhães computer in two school communities, in S. Pereira (Org.), "Digital literacy, technology and social inclusion: Making sense of one-to-one computer programmes around the world" (pp. 345-375). Braga: Húmus.pt_PT
dc.identifier.isbn978-989-755-048-5
dc.identifier.urihttp://hdl.handle.net/10400.3/4355
dc.language.isoengpt_PT
dc.publisherHúmuspt_PT
dc.subjectCriançapt_PT
dc.subjectDesigualdades Sociais na Educaçãopt_PT
dc.subjectComputador Magalhãespt_PT
dc.subjectTICpt_PT
dc.subjectEnsino Básico (1º Ciclo)pt_PT
dc.subjectPolítica Educativapt_PT
dc.subjectChildren Practicesen
dc.subjectEducationen
dc.subjectICTpt_PT
dc.subjectHome-School Relationsen
dc.subjectSocial Inequalitiesen
dc.titleChildren's practices of ICT and social inequalities : on the uses of the Magalhães computer in two school communitiesen
dc.typebook part
dspace.entity.typePublication
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/5876/UID%2FSOC%2F04647%2F2013/PT
oaire.citation.conferencePlaceV. N. Famalicão, Portugalpt_PT
oaire.citation.endPage375pt_PT
oaire.citation.startPage345pt_PT
oaire.citation.titleDigital literacy, technology and social inclusionen
oaire.fundingStream5876
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccesspt_PT
rcaap.typebookPartpt_PT
relation.isProjectOfPublication4484854b-ac26-43a5-b489-765e7acc0393
relation.isProjectOfPublication.latestForDiscovery4484854b-ac26-43a5-b489-765e7acc0393

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