Download to read offline
Uploaded byBen Lee
Findings from Shared Intelligence / ASCEL libraries, children and digital research
The document discusses the integration of digital technology in children's lives and libraries, highlighting trends from 2014 focus groups examining children's access to technology from under 5 to 11 years old. It emphasizes the digital divide, with 11 million Britons still offline, and notes that while many children are digitally savvy, there are significant barriers related to access, understanding, and confidence, particularly among professionals in early childhood settings. The research concludes that opportunities, guidance, and encouragement can help children leverage digital knowledge effectively.
More Related Content
Similar to Findings from Shared Intelligence / ASCEL libraries, children and digital research
Findings from Shared Intelligence / ASCEL libraries, children and digital research
- 1. Children, digital technologyand libraries Ben Lee, Shared Intelligence
- 2. Big technology trends(from our SCL research) Trends relating to children and technology The ASCEL focus groups in Summer 2014 • Under 5s • 5s – 7s • 7s – 11s
- 3. Trends from ourSCL research
- 4. Speed and scaleof change
- 5. Continued shift frompaper to digital Academic writing School textbooks Consumer fiction
- 6. The rise ofimages over text
- 7. The re-emergence ofmake it yourself
- 8. From “going online”to always on
- 9. Digital divide -11m Britons still not online Tinder Foundation A Leading Digital Nation by 2020 (2014)
- 10. And as withmany things, it costs more to be poor when connecting up digitally
- 13.
- 14. Three quarters ofchildren have access to a touchscreen device at home National Literacy Trust Parents’ perspectives: Children’s use of technology in the Early Years (2014)
- 15. The kids areall wired OFCOM Communications Market Report (2014)
- 16. Learning through games- “gamification”
- 17. Online teaching materialsare commonplace
- 18. Re-boot of ComputerScience in schools 1985 2015
- 19. Summer 2015 BBC givinga Micro Bit to every Year 7 child
- 20. Ability to createtheir own… NeverSeconds Campaigns Self-published books Blogs Films Milton Keynes Junior Filmmakers
- 21. For poorer childrene-books can succeed where paper books fail Research by Robert Chisnall and Caithy Martin, Manchester Academy with RM Books (2014) National Literacy Trust - Parents’ perspectives: Children’s use of technology in the Early Years (2014)
- 22. But a barriermay be the limited confidence of professionals • Staff in early years settings with lower OFSTED ratings are less likely to have access to touchscreens; and those that do are less likely to use them • Staff in early years settings who use touchscreens least are also those where staff report lower confidence with those devices themselves • Staff in early years settings using touchscreens least also believe their children are less confident National Literacy Trust 2014
- 23. And digital devicesin themselves do not guarantee impact iPads for every pupil in LA One Laptop Per Child
- 24. Although some arebrilliant Prof Sugata Mitra, Newcastle University www.hole-in-the-wall.com
- 25. But despite fastthumbs, they are still children “…digital natives – with fast thumbs able to summon up the knowledge of the world in an instant, build a million dollar company from their bedroom, or topple a corrupt regime with a tweet. Yet far from being at the forefront of the digital revolution many young people remain on the lower ‘rungs’ of digital understanding.” iRights.uk
- 26. ASCEL focus groups Tookplace in Summer 2014 • Under 5s (72 children, in 3 authorities) • 5s – 7s (54 children, in 4 authorities) • 7s – 11s (73 children, in 4 authorities) ASCEL asked for help from: Essex, Hull, Gateshead, Lancashire, Bexley/Bromley, Kingston, Staffordshire Questions and process designed by Shared Intelligence, focus groups conducted by ASCEL members
- 27. Digital technology forplay, discovering the world, and sometimes for creating and making pictures, photos and music. But digital technology does not reach into every hour of the day and parents are trying to keep it that way. Under 5s
- 28.
- 29. For them technologyis everywhere and they can use almost all of it. But just as in their offline world - they do not yet understand everything they come across, or the risks. When we explained about research, one boy replied simply “why didn’t you just look all that up on the internet?” 7-11s
- 30.
- 31. 5-7s In-betweeners. Their interaction with technologyis bound up in the transition from the world of early childhood - to that of school, structure, new friendships, and more responsibility.
- 32. The lives oftoday’s children are not dominated by digital information, but they are immersed in it. There are real risks that some children will lose out, not through lack of ability but lack of opportunity. But those who are given opportunities, guidance, and encouragement will achieve things with digital knowledge which even today seem impossible. Why….?
- 33.
- 34. Cheaper, faster, smaller,more powerful
- 35. So…. We tried tocome to some conclusions but what do you think? How does this research help you? What could you do?
- 36. Thanks Children, digital technologyand libraries Ben Lee, Shared Intelligence