Computer‐based Learning in a Primary School: Differences between the early and later years of primary schooling

Abstract

There have been increasing expectations that all primary school students and teachers actively use information and communications technologies (ICT) in their learning. In order to achieve this it is important that appropriate environments are set up to support the varying needs and potential of the different groups within the school context. However, in case studies of primary schools undertaken as part of the study Enhancing Learning Using New Technologies, also known as the E.ffects Project, our research indicated that the ICT learning environments established within schools often favoured the later primary year levels over the early primary school years. This paper will present illustrative evidence of this inequity using data extracted from the E.ffects Project case studies. It also discusses observed differences in approaches between early primary school years and later primary programs from the perspective of early childhood philosophies that underpin the first years of school.

Acknowledgements

The members of the E.ffects team were Debra Hayes (Chief Investigator and Project Coordinator, UTS); Lyn Yates (Chief Investigator, UTS); Shirley Alexander (Associate Investigator, UTS); Susan Harriman (Associated Ph.D. Investigator, and formerly of Curriculum Support Directorate, DET); Vijendra Lal (Associated Ph.D. Investigator 2001–2002, and formerly of OTEN); Sally Blackwell (Partner Investigator, Curriculum Support Directorate, DET); Joanne Dwyer (Project Officer 2001–2002, Associated Ph.D. Investigator 2004) and Sue Anderson (Project Officer 2003–2004).