Access

	Children, on-line learning and authentic teaching skills in primary education
	Access

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Sample Issues
Enabler or Driver?
Rationales
Why Online
Class Operation
Access
Participation
More on Factors
Educational paradox
Audience
Reliability
Miscellaneous Issues
Learning Structures
Spatial Issues
Spatial Issues 2
Substance & Form

More information ...

Many dimensions

There are many dimensions of access to ICT. In the early stages of this research we had the simplistic notion that 'computers at home' and 'home internet connection' might be reasonable measures of computer access for students outside the classrooms. We were readily disabused of this notion by the students themselves.

A starting list

The following is a starting list of the factors that help determine the access to ICT in general (and online access in particular). Many of these dimensions are overlapping and complementary.

Opportunity

the presence of the technology (time & place)
configuration and connection
performance of the technology is acceptable
permissions/authority (time, activities, programs...)
technology matches purposes
ease of access

Motivation

enjoyment
satisfaction
acceptable levels of frustration
not outweighed by competing demands and opportunities
perceived value (better, quicker, smarter, prettier, cheaper ways of working...)
culture (shared favourite games, websites...)

Confidence

functional knowledge (operational, content ...)
access to additional knowledge as required ('expert' assistance from family &/or friends, manuals, cheat lists...)
modelling (others lead by example...)
expectation (benefits known...)
problem solving ability
skills (including ability to operate the interface...)

Need

primary purposes (tasks, efficiency, effectiveness, products...)
secondary purposes (activity, status, belonging...)

Indeed access may be more a behavioural characteristic of the user than of simply an aspect of the user's circumstances. There are children without a computer at home who are able to achieve considerable access (through workplaces, family, friends and school) while others who have great computers at home will "only use a computer when I have to!!" (actual quote - Grade 5 girl)

Example: a particular student access to ICT outside the classroom might have the following characteristics:

This Grade 3 boy has extended access to a late model internet (broadband) connected computer at home and is currently using it to visit Lego.com most days after school often when particular friends visit. The family policy is that the parent logs on to the ISP for the child. The computer has NetNanny installed and is located in the living room. The child avoids using the computer for anything but games and dislikes using the computers in the classroom.

Reflection task: Discuss possible reasons for the particular access behaviour. (a composite of common features

Please add to the above list from your own experience by emailing Ivan Webb at your convenience. Perhaps you are aware of a more comprehensive list.