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Fathers and male guardians are important stakeholders in children’s education: do Lego building and scratch-like programming activities hold a key to involving them more?

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

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Fathers and male guardians are important stakeholders in children’s education : do Lego building and scratch-like programming activities hold a key to involving them more? . / Passey, Donald; Hawkins, Gavin; Clift, Darren.

Stakeholders and Information Technology in Education. ed. / Torsten Brinda; Nicholas Mavengere; Ilkka Haukijärvi; Cathy Lewin; Don Passey. Heidelberg, Germany : Springer Verlag, 2016. p. 3-15 (IFIP Advances in Information and Communication Technology; Vol. 493).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

Harvard

Passey, D, Hawkins, G & Clift, D 2016, Fathers and male guardians are important stakeholders in children’s education: do Lego building and scratch-like programming activities hold a key to involving them more? . in T Brinda, N Mavengere, I Haukijärvi, C Lewin & D Passey (eds), Stakeholders and Information Technology in Education. IFIP Advances in Information and Communication Technology, vol. 493, Springer Verlag, Heidelberg, Germany, pp. 3-15. https://doi.org/10.1007/978-3-319-54687-2_1

APA

Passey, D., Hawkins, G., & Clift, D. (2016). Fathers and male guardians are important stakeholders in children’s education: do Lego building and scratch-like programming activities hold a key to involving them more? . In T. Brinda, N. Mavengere, I. Haukijärvi, C. Lewin, & D. Passey (Eds.), Stakeholders and Information Technology in Education (pp. 3-15). (IFIP Advances in Information and Communication Technology; Vol. 493). Springer Verlag. https://doi.org/10.1007/978-3-319-54687-2_1

Vancouver

Passey D, Hawkins G, Clift D. Fathers and male guardians are important stakeholders in children’s education: do Lego building and scratch-like programming activities hold a key to involving them more? . In Brinda T, Mavengere N, Haukijärvi I, Lewin C, Passey D, editors, Stakeholders and Information Technology in Education. Heidelberg, Germany: Springer Verlag. 2016. p. 3-15. (IFIP Advances in Information and Communication Technology). https://doi.org/10.1007/978-3-319-54687-2_1

Author

Passey, Donald ; Hawkins, Gavin ; Clift, Darren. / Fathers and male guardians are important stakeholders in children’s education : do Lego building and scratch-like programming activities hold a key to involving them more? . Stakeholders and Information Technology in Education. editor / Torsten Brinda ; Nicholas Mavengere ; Ilkka Haukijärvi ; Cathy Lewin ; Don Passey. Heidelberg, Germany : Springer Verlag, 2016. pp. 3-15 (IFIP Advances in Information and Communication Technology).

Bibtex

@inbook{4fc544f79ef74eb49b50c6f417ed54d3,
title = "Fathers and male guardians are important stakeholders in children{\textquoteright}s education: do Lego building and scratch-like programming activities hold a key to involving them more? ",
abstract = "Previous research indicates positive influences on engagement, expectation and outcomes of learning when fathers and male guardians support and work with their children. In primary school settings, fathers and male guardians are less frequently seen to be involved in educational, school-based discussions and activities. The research reported in this paper indicates how a contemporary project is positively supporting father and male guardian involvement with their children, using technologies (Lego Technics Mindstorms and Scratch-like programming) as an important medium, where building and programming enable shared and collaborative learning. The findings highlight important ways in which this project is enabling this shared activity learning, through intergenerational learning practices. Clear implications for wider national and international development are raised. Recommendations are offered. ",
keywords = "computing and learning, computing in schools, fathers, male guardians, primary schools, collaborative learning, intergenerational learning",
author = "Donald Passey and Gavin Hawkins and Darren Clift",
year = "2016",
doi = "10.1007/978-3-319-54687-2_1",
language = "English",
isbn = "9783319546865",
series = "IFIP Advances in Information and Communication Technology",
publisher = "Springer Verlag",
pages = "3--15",
editor = "Torsten Brinda and Nicholas Mavengere and Haukij{\"a}rvi, {Ilkka } and Cathy Lewin and Don Passey",
booktitle = "Stakeholders and Information Technology in Education",

}

RIS

TY - CHAP

T1 - Fathers and male guardians are important stakeholders in children’s education

T2 - do Lego building and scratch-like programming activities hold a key to involving them more?

AU - Passey, Donald

AU - Hawkins, Gavin

AU - Clift, Darren

PY - 2016

Y1 - 2016

N2 - Previous research indicates positive influences on engagement, expectation and outcomes of learning when fathers and male guardians support and work with their children. In primary school settings, fathers and male guardians are less frequently seen to be involved in educational, school-based discussions and activities. The research reported in this paper indicates how a contemporary project is positively supporting father and male guardian involvement with their children, using technologies (Lego Technics Mindstorms and Scratch-like programming) as an important medium, where building and programming enable shared and collaborative learning. The findings highlight important ways in which this project is enabling this shared activity learning, through intergenerational learning practices. Clear implications for wider national and international development are raised. Recommendations are offered.

AB - Previous research indicates positive influences on engagement, expectation and outcomes of learning when fathers and male guardians support and work with their children. In primary school settings, fathers and male guardians are less frequently seen to be involved in educational, school-based discussions and activities. The research reported in this paper indicates how a contemporary project is positively supporting father and male guardian involvement with their children, using technologies (Lego Technics Mindstorms and Scratch-like programming) as an important medium, where building and programming enable shared and collaborative learning. The findings highlight important ways in which this project is enabling this shared activity learning, through intergenerational learning practices. Clear implications for wider national and international development are raised. Recommendations are offered.

KW - computing and learning

KW - computing in schools

KW - fathers

KW - male guardians

KW - primary schools

KW - collaborative learning

KW - intergenerational learning

U2 - 10.1007/978-3-319-54687-2_1

DO - 10.1007/978-3-319-54687-2_1

M3 - Chapter (peer-reviewed)

SN - 9783319546865

T3 - IFIP Advances in Information and Communication Technology

SP - 3

EP - 15

BT - Stakeholders and Information Technology in Education

A2 - Brinda, Torsten

A2 - Mavengere, Nicholas

A2 - Haukijärvi, Ilkka

A2 - Lewin, Cathy

A2 - Passey, Don

PB - Springer Verlag

CY - Heidelberg, Germany

ER -