PERCEPTIONS OF HOW
ICT HAS THE POTENTIAL TO
BEYOND THE CURRICULUM:
Toni Dowries' chapter draws upon two Australian research studies of the ways in which children and young people use information and communication technology (ICT) in their homes and in their schools. She highlights the contrast between the two contexts. Use of ICT in the home is described as exploratory, collaborative and 'just in time', and the development of ICT skills is related to a meaningful context for an individual, peer group or family. Use of ICT in school is described as constrained by different models of access to ICT resources, timetables, focus on skills and teacher direction. Downes discusses the experiences of children and their parents, carers and teachers, and raises challenging questions about the ways in which home/school/community environments can be informed by the salient features of each, which work well for children learning to deal with ICT in meaningful situations.
Today's children work and play in a world where ICT is commonplace. Ownership and access to ICT in Australian homes, schools and communities has increased dramatically in recent years. While the number