Literature Review 1:
Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida.
Tina N. Hohlfeld, Albert D. Ritzhaupt, Ann E. Baron
Hohlfeld, Ritzhaupt and Baron study into connecting schools, community and family with ICT identifies key actions and processes that can help to influence the development of students in relation to learning. The article argues the case that increased access to ICT can and will encourage greater connections between school, community and families. This in turn creates a more connected learner who has greater opportunities to become a successful student.
The research was conducted over a four-year period, with low and high SES groups, in elementary, middle and high schools in Florida. It looked at the role ICT plays in connecting the school, community and families. Four key areas of study included the use of ICT methods for communication to community members and families about educational processes, active participation in technology planning at each school, sharing of ICT resources outside of school, and providing equitable instruction for parents in the use of the ICTs.
The conceptual framework, The Spheres of Influence by Epstein (2001) of family, school and community, and the four steps in Nettles (1991) change process, including; conversation, mobilization, allocation of resources and instruction was used to construct the research questions that were investigated in this research. It raises the question about how social capital can influence the development of the child either in a positive or negative way.
Hohlfeld et al in this article, discuss the how systems, such as family, peers, neighbors and school, as well as parents’ employment and social networks can “exert either positive or negative influences on the dynamics of family interactions” (2010, p.392). The authors further discuss how “Having social capital can positively influence the development of children; while not having social capital can negatively influence the development of children” (Hohlfeld et al, 2010, p.392).
Sergiovanni (2005) further argues that having social capital, community and relational trust are all needed to strengthen the heartbeat of the school. The research found that over the course of the four years, that schools were providing more ICT school-linked services to their communities and that it could be concluded that the spheres of influences were coming closer together thus creating greater social capital (p.402).
References:
Hohlfeld, T. N., Ritzhaupt, A. D., & Barron, A. E. (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers & Education, 55, 391 - 405.
Sergiovanni, T. (2005). Strengthening the heartbeat: Leading and learning together in schools. San Francisco Jossey-Bass.
Hohlfeld, Ritzhaupt and Baron study into connecting schools, community and family with ICT identifies key actions and processes that can help to influence the development of students in relation to learning. The article argues the case that increased access to ICT can and will encourage greater connections between school, community and families. This in turn creates a more connected learner who has greater opportunities to become a successful student.
The research was conducted over a four-year period, with low and high SES groups, in elementary, middle and high schools in Florida. It looked at the role ICT plays in connecting the school, community and families. Four key areas of study included the use of ICT methods for communication to community members and families about educational processes, active participation in technology planning at each school, sharing of ICT resources outside of school, and providing equitable instruction for parents in the use of the ICTs.
The conceptual framework, The Spheres of Influence by Epstein (2001) of family, school and community, and the four steps in Nettles (1991) change process, including; conversation, mobilization, allocation of resources and instruction was used to construct the research questions that were investigated in this research. It raises the question about how social capital can influence the development of the child either in a positive or negative way.
Hohlfeld et al in this article, discuss the how systems, such as family, peers, neighbors and school, as well as parents’ employment and social networks can “exert either positive or negative influences on the dynamics of family interactions” (2010, p.392). The authors further discuss how “Having social capital can positively influence the development of children; while not having social capital can negatively influence the development of children” (Hohlfeld et al, 2010, p.392).
Sergiovanni (2005) further argues that having social capital, community and relational trust are all needed to strengthen the heartbeat of the school. The research found that over the course of the four years, that schools were providing more ICT school-linked services to their communities and that it could be concluded that the spheres of influences were coming closer together thus creating greater social capital (p.402).
References:
Hohlfeld, T. N., Ritzhaupt, A. D., & Barron, A. E. (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers & Education, 55, 391 - 405.
Sergiovanni, T. (2005). Strengthening the heartbeat: Leading and learning together in schools. San Francisco Jossey-Bass.