Developing the home-school relationship using digital ... - Futurelab

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1. INTRODUCTIONThe relationship between home and schoolis a powerful influence on children’s learningand development, which digital technologieshave the capacity to support and enhance. Thishandbook is intended to provide inspirationand guidance that will support educationpractitioners (including school teachers,school staff with a pastoral responsibilityand school leadership who are seeking todevelop strategies and practices using digitaltechnologies) to support positive home-schoolrelationships including developing parents’engagement with children’s learning.Page 01
1.1 WHY IS THEHOME-SCHOOLRELATIONSHIPIMPORTANT FORCHILDREN’SLEARNING?Children’s learning is not restricted to the timethey spend in school; they learn in differentways in a wide range of different contexts,with friends and family at home and in othersettings. Children do not leave the rest of theirlives behind when they enter the school gate:they bring with them values, skills, knowledge,passions and interests from their out-of-schoollives. Similarly, children take their learningfrom school home, continuing with school taskssuch as homework, and applying the lessonsfrom school into a broad range of contextsthey encounter at home and as they engagein the wider world around them. Children’sout-of-school lives provide different kinds ofopportunities and challenges that support andextend their learning experiences. Taking thismore holistic view of children’s ‘learning lives’,it is clear that to support children’s learningin the broadest sense, we need to takeaccount of their lives and learning both inand out of school.INTRODUCTION1.1 WHY IS THE HOME-SCHOOL RELATIONSHIP IMPORTANT FOR CHILDREN’S LEARNING?1Children themselves can and do play an activerole in influencing and facilitating the natureand extent of this relationship and mediatingbetween school and home contexts. Childrenare the key messengers and points of contactbetween school and parents, often taskedwith conveying messages from one settingto another. They are parents’ first source ofinformation about school, and their attitudesand behaviour have a strong influence onthe way in which parents engage with theirschool and their learning in general. Childrenalso have opportunities to draw upon theirknowledge and experience from outsideschool while learning within school, andvice versa. Their active role in this threewayrelationship therefore needs to beacknowledged and explored.5
Page 1 and 2: www.futurelab.org.ukDeveloping the
Page 3 and 4: CONTENTS1. Introduction 042. Resear
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Page 11 and 12: Case studies of eight secondary sch
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Page 15 and 16: 2.1 POLICY CONTEXTParental engageme
Page 17: Parents helping children learnParen
Page 21 and 22: CHAPTER RESEARCH TITTLE AND POLICY
Page 23 and 24: CHAPTER RESEARCH TITTLE AND POLICY
Page 25 and 26: ‘Hard to reach’ parentsParents
Page 27 and 28: Third spaces and funds of knowledge
Page 29 and 30: Digital technologies are used in ve
Page 31 and 32: In one of the few studies to explic
Page 33 and 34: RESEARCH AND POLICY REVIEW2.6 SUMMA
Page 35 and 36: 3.1 DEVELOPING EXPECTATIONSExplicit
Page 37 and 38: Expectations of staffSchools will n
Page 39 and 40: The development and implementation
Page 41 and 42: Case Study 2: Noadswood School, Ham
Page 43 and 44: When parents are unable to engage w
Page 45 and 46: With the growing attention paid to
Page 47 and 48: Case Study 4: Partners in Learning,
Page 49 and 50: Privacy and data securityIf digital
Page 51 and 52: Children themselves may also play a
Page 53 and 54: Case Study 6: Nottingham High Schoo
Page 55 and 56: “I’m writing a book ... I’ve
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Parents’ role in supporting child
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Case Study 8: Charlton School, Gree
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The following overarching key point
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There are few available resources t
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Ericsson, K and Larsen, G (2002).
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