型便攜式超聲波流量計(jì)中文說明書9

Children’sSchoolRelatedLearningwithSocialSoftwareOutofSchoolYangYangSupervisors:ClaireO’MalleyandCharlesCrookBBCOnionStreetMessageboardRawMandarinSocialnetworksiteChinesepeerinstructionMessageboardInterviewswithBritishandChinesechildrenMathsRevisionChatroomWithawhiteboard

GeneralQuestionsabouttheResearchContext:

Whatdochildrendoout-of-school?Howdochildren

learnout-of-school?Howdochildrendoschoolrelatedlearningout-of-school?HowdochildrendoschoolrelatedlearningwithSocialSoftwareout-of-school?

Definethecontext:Ashiftingboundarybetweenschoolandout-of-schoolAsystemofmulti-activitiesChildren’sactiveengagementTechnologymediationCentralaimofmyPhDresearch:

Todesignmoreoptimalexperiencesbyunderstandinginteractionsinthecontext.Study1:BritishChildren’sauthenticuseofhomeworkmessageboardWhatisBBCOnionStreet?Q1:Howdiscussionpatternsandcontentvariedintwodifferentdiscipline-basedboards:MathsandEnglish?Q2:Towhatextentthemessageboardssupportedgenuinelyevolvingdiscussions?Q3:Whattheexchangesontheboardrevealedregardingtheprevailingconcernsofstudentsinthisagegroupwhentheywereconfrontingprivatestudyout-of-school?Researchquestions:Study1:BritishChildren’sauthenticuseofhomeworkmessageboardThereare416messagescollectedfrom175discussionthreadsinMathsboardand893messagescollectedfrom175threadsinEnglishboard.Whenwasthedatacollected?NatureofthedataDataCollection:UnobtrusiveobservationStudy1:BritishChildren’sauthenticuseofhomeworkmessageboardDataanalysisatthreelevels:Quantitativelymeasuredthe‘traffic’ofboards:DensityofthemessageboardcontentandDensityofusers’participation.ContentanalysiswasusedtoclassifythecharacteristicsofthediscussionThreadstructureanalysistocomplementthecontentanalysisMathsEnglishAveragelengthofthread3.0messagesSD=5.715.4messagesSD=16.59Averagelengthofmessage44.52words66.00wordsPercentageofthreadswithreplies32.0%44.8%AverageNumberofdaystohaveanewmessageaddedtotheboard2.23days/message3.47days/messageDensityofContents:

Study1:BritishChildren’sauthenticuseofhomeworkmessageboardMathsEnglishThenumberofparticipatedidentities345useridentities416useridentitiesThenumberofuseridentitieswhoonlyparticipateonce262useridentities298useridentitiesTheaveragenumberofmessagescontributedbytheusers1.44messages1.87messagesInbothboards,nearly90%ofuseridentitiescameandneverreturnedtocontributeagainwithin3monthsDensityofParticipation:Study1:BritishChildren’sauthenticuseofhomeworkmessageboardContentanalysis:MathsboardStudy1:BritishChildren’sauthenticuseofhomeworkmessageboard

Iaminyear10andIamreallybadatmaths,thebiggestproblemisthatIhaveexamsinamonth.WhatcanIdo?

Ican'tdosimaltaneousequasions(icantevenspellsimltenious!!!)Cananybodyhelpme...howdoyoudothem...doesanyonenoawebsitewotshowsuhowtodoem??????thanxIhavehomeworkIdntgetit1!OK,thisiswhatIhavetodo….Add1+1=22+2=4andyoudothatalldway21000.whatisthemostsimplewaytodothat?

hi,everyoneIaminyear8butmymathteacherkeepssayingtomethatIshouldbeinyear11becauseofhowgoodIamatmaths.SoifanyonehasanyproblemswiththeirhomeworkthenIsamtheonetocometo.Icomeonheremostdayssostartsendingyourmessages

myheadiskillingmeIhavedonesomuchrevision

Hiany1ere4mscotland?Watsurhightestlevelinyear6?Study1:BritishChildren’sauthenticuseofhomeworkmessageboardContentanalysis:EnglishBoard

yohwatzvividvocabularyinodatzborinbutplztellme?

Heya!!!JustalittlethoughtonInspectorGoolefromAnInspectorCalls.Itseemsneartheendoftheplayheisdistressedbecausehe"doesn'thavemuchtime".Thenheleavesandwediscoverhewasn'tarealInspector,andTHENthegirldies…Itoldyouitwasfar-fetched.

YouropinionspleaseThankyouIntoTheSpotlight

hiisanybodydoingrichardtheIIIfortheirenglishexamijustwantedtocheckiknoeverythingaboutit.pleasereplythanksx

Ireallyloveenglish-especiallyenglishlit!myfriendsalltakethemickbutireallyloveit!!lol!!theydonttakethemickthoughwhentheyneedmetoannotatetheiranthologywiththem!!lol!!anyoneelseloveenglishoramijusttheonlygeek!!!

hiiminyear10andihavetoomuchenglishcourseworkwhetheritshenryviiorseamusheaneyandbehingonallofitandnowtheteachersarepushingmeforcoursework.wotshudido

letsdolikeachainstory.icouldstartit,andthensomeonecouldsaythenextbit,andthensomeoneelsedoesthenextbitafterthat,soonandsoforth.

Contentanalysis:

Study1:BritishChildren’sauthenticuseofhomeworkmessageboard

MathsBoardEnglishBoard

LearningDiscussionChat-styleDiscussionStudy1:BritishChildren’sauthenticuseofhomeworkmessageboardThreadstructureanalysisexplorethecoherenceofmessages.Interpretationofthediagrams:Althoughtheshortthreadsseemedhighlycoherent,itisdifficulttosustainthethreadinalongterm,withoutelaboratingthesharedsub-points.Study1:BritishChildren’sauthenticuseofhomeworkmessageboardFindings:

SharedphenomenaemergedacrossdifferentsubjectboardsDifferentsubjectdiscussionsanimatetheboarddifferentlySelf-initiativeuserscompromisewiththeregulationoftheboardResearchcontext:Self-interestsdrivenVoluntarybasedNon-curriculumguidedDesignbasedresearchStudy2:Anafterschoolmandarinlearningclass’useofsocialnetworkingsiteToimprovetheclassroomlearninginclusionTosupporteverystudentspursuingtheirpersonalinterestsinandout-of-school.TosustainacommunityofinterestsStudy2:Anafterschoolmandarinlearningclass’useofsocialnetworkingsiteWhatisNingSite?TheactiveunitofNingSiteis‘SocialNetwork’.

2.Usersdesigntheirownsocialnetworkplatformwithflexibility.Therewere52opensocialgadgetsavailablefortheuserstoembedinthenetworkpage.PersonalisedNetworked*Gadget*:morespecifically,applicationgadgetsarecomputerprogramsthatprovideserviceswithoutneedinganindependentapplicationbelaunchedforeachone.Classifythesegadgetsinto4categories:

NetworkedPersonalised

Scramble:ItwouldlinkyoutothenetworkofinterestsinscrambleMoviemate.dezorap:Anaudio/videocommunicationmediatoconnectPeopleUniversalchatLastfm:tobringthenetworkyoubuildinlastfmtothepersonalisedplatformatningsite.UnypeVirtualworldPersonalisedclockbirthdayremindersShakespeareQuotesResearchquestions:Q1:

Canasocialnetworkingwebsitecultivatestudents’self-initiatedlearningout-of-school?Q2:Howdotheusersconstructtheiridentityandsenseofcommunityinthesocialnetworkingwebsites?Q3:Whatroleateachercouldplaytofacilitatestudents’activitiesonthesocialnetworkingwebsite?Study2:Anafterschoolmandarinlearningclass’useofsocialnetworkingsiteStudy2:Anafterschoolmandarinlearningclass’useofsocialnetworkingsiteUnobtrusivemonitoring(googleanalytic)AutomaticallystoredactivitiesonthesiteFocusgroupdiscussionDatacollection:

Study2:Anafterschoolmandarinlearningclass’useofsocialnetworkingsiteParticipationPattern:

Onaverage,usersloggedinthesiteatleastonceaday.Sotheywerequitefrequentusers.

Theyusethewebsitemostfrequentlyduringthedaystheyhadmandarinlessonsandthedaybeforetheyhadlessons.Onaverage,usersspentnomorethanfiveminutestobrowseandupdatethewholewebsitewhichcontainsmorethan20webpageseverylogintime.Study2:Anafterschoolmandarinlearningclass’useofsocialnetworkingsiteActivitypattern:initialcodesFeatureonlineidentitiesinthenetwork:uploadingvideoonthemainpageMoveapersonalinteresttothecentreofthegroupinterestsExtendaninterestemergedintheclassroomonlineExtendanonlineinteresttotheclassroomStudy2:Anafterschoolmandarinlearningclass’useofsocialnetworkingsiteIntermsofknowledgeconstruction,theyaremoreknowledge/informationconsumer,ratherthanknowledgeconstructor.TheparticipationsontheNingsiteareapparentlymotivatedbythelessonstheytookatschool.Thestudentsallreflectedthatusingasocialnetworkingwebsitefortheirmandarinlearninggavethemasenseofcommunity,liketheyare‘VIP’users.Course-relatedsocialnetworkingsitesthereforeholdgreatpromise.Preliminaryfindings:

Study3:Chinesechildren’sauthenticuseofhomeworkmessageboardyResearchaims:Tounderstandhowthedesignofhomeworkmessageboardwasconsideredindifferentculturalcontext.Toinvestigatehowtheuseofhomeworkmessageboardvariedindifferentculturalcontext.WhychooseChineseasthecounterpart?ContrastbetweentwodifferenteducationalinfrastructuresContrastbetweenwesternandeastAsiancommunitieswithinculturalandcross-culturalpsychologyStudy3:Chinesechildren’sauthenticuseofhomeworkmessageboardChineseonlineschoolprovidedInternet-basedsupplementaryeducationtoPrimaryandSecondaryschoolstudents.In2007,therewereatotalof516onlineschools.About200ofthemweretargetingatprimaryandsecondaryschoolstudents.Thereweremorethan600,000secondaryschoolstudentusers.

Peersinstructionforumisaseriesoffreeaccessedmessageboardsinallsubjectsfromyear1toyear12.Study3:Chinesechildren’sauthenticuseofhomeworkmessageboardNavigationbarQuestionsearchengineNoticeboardPersonalinfo.ListofMessageboardUserguideFeedback&suggestionThreadsabouthomeworkMostrecentlypostedthreadThreadsofferingthehighestbonusMostviewedthreadsEssentialthreadsSocialchatthreadsTop7userswhoearnsthemostpointslasttermTop7userswhohadthemostpointsintheboardTop100userswhohadthemostpointsTop10userwhohadmostacceptedanswersStudy3:Chinesechildren’sauthenticuseofhomeworkmessageboardPointawardingrulesofthemessageboardsMethodstoearnpointsValueofpointsRegister500pointsRegularlog-in25points/dayReply10pointsVoteforthereply5points,nomorethan50points/dayAwardingforpostquestionsWhenaquestioningprocessends,theuserwhoownsathreadwith50repliesget25points;200ormorereplies100pointsGivingthesatisfiedreplytheuserwhosereplyismarkedassatisfiedwillgetthebountyofpointsandextra50pointsfromthesystemVotingforthesatisfiedreplyIfareplyismarkedassatisfied,theuserswhovotedforitbeforewillget25points.AcomplainttoauserormessagewasacceptedTheuserwhocomplainedwouldget25points.Study3:Chinesechildren’sauthenticuseofhomeworkmessageboardPointslosingrulesofthesystemMethodstolosepointsValueofpointsSetabountyofpointsLostthevalueofpointsDonotmarkthestatusofthethreadwithin15daysLose100pointsWithdrawthequestionafterrepliesareaddedLose100pointsandthevalueoftheawardingpointsTagthequestioninthewrongcategory(e.g.,tagaEnglishquestionasamathsquestion)Lose50pointsGetacomplaintwhichisacceptedbythesystemLose50pointsStudy3:Chinesechildren’sauthenticuseofhomeworkmessageboardUsersstatusdefinition:Boy’slevelPointstheuserowns(unit:point)Girl’slevelNewbie0-2500NewbieJuniorAlumnus2500-9999JuniorAlumnaSubjectrepresentative10000-24999Subjectrepresentativestudycommissar25000-99999studycommissarStudydirector100000-249999StudydirectorStudypresident2500000+StudypresidentStudy3:Chinesechildren’sauthenticuseofhomeworkmessageboardPreliminaryfindingsaboutthedesign:Virtualpointsystemwasusedtomotivateparticipationandimprovethequalityofthecontribution.AcompetitiveculturewasgeneratedtoreinforcechildrentofocusonlearningdiscussiononthemessageboardThevirtualschoolenvironmentwasintendedtobesimilartoarealschoolenvironment.Study3:Chinesechildren’sauthenticuseofhomeworkmessageboardDatacollection:Chineseboard:786messagesfrom75threads(16/11/2006-24/06/2007)Mathsboard:850messagesfrom75threads(18/12/2006–01/06/2007)Dataincludes:UsernameUseridentitylevelDiscussionstartingtimeandendtimeTimeofmessageNumberofrepliesNumberofreadsValueofawardingpointsStatusofthreadStudy3:Chinesechildren’sauthenticuseofhomeworkmessageboardDescriptivestatisticsonChineseboard:MathsBoardChineseboardAveragelengthofathread10.33(reply)SD=38.079.49(reply)SD=12.58Averagenumberofviews183.60(read)SD=490.15145.7(read)SD=104.6Averageofawardingpoints591.67(point)SD=589.57139.03(point)SD=142.29ThereisNOcorrelationtestbetweenthenumberofrepliesandthevalueofawardingpointsinbothboards.DensityofcontributioninChineseboard:Onehundredandsixmessagescontainedmorethan500characters,fortyfivemessagescontainedmorethan5000characters.Study3:Chinesechildren’sauthenticuseofhomeworkmessageboardContentAnalysisontheChineseboard(bynow):174messages(22.14%)werejust‘search-copy-paste’jobtocontributetothediscussion.Study3:Chinesechildren’sauthenticuseofhomeworkmessageboardPreliminaryfindings:

LearningDiscussionChat-styleDiscussionAlthoughthedesignofthemessageboarddidmakechildrenfocusonlearningdiscussion;thepointsawardingsystemdidnotimprovethequantityofcontribution.Inacompetitivelearningenvironment,childrenareintendedtosearchforsolidarityEnglishboardChineseboardResearchaims:Asocialconstructionistapproach(Burr,1995)tounderstandtheout-of-schoolcontextinchildren’seyeview.Lookingbeyondthetechnicaldesignorinnovationsandexploringhowfarthelearningwithsocialsoftwarecouldbeimprovedbyremediatingtheculturalcontext.Study4:Interviewswith14/15yearoldchildrenintheUKandChinaStudy4:Interviewswith14/15yearoldchildrenintheUKandChinaInstitutionalcontextsandtheparticipants:TheschoolsBritishSchoolChineseSchoolTypeComprehensive(14-19agegroup)Public(12-15agegroup)Numberonroll1361(2007)1020(2004)FreeschoolmealLowerthanaverageforEngland(Ofsted2004)2.TheparticipantsFourteenBritishchildreninYear10andsixteenChinesechildreninYear9wereinterviewedStudy4:Interviewswith14/15yearoldchildrenintheUKandChinaAnalysismethod:Transcribingthedata:adatasetinEnglishandadatasetinChineseThematicanalysis:SixphasesbyBraunandClarke(2006)FamiliarisationwiththedataGeneratinginitialcodesSearchingforthemesReviewingthethemes5&6.Definingandnamingthemes&writingupStudy4:Interviewswith14/15yearoldchildrenintheUKandChinaThemajorthemeselicited:

Theme1:schoolregulationSub1:Schooldaypattern

affectshowchildrenviewtheirtimeout-of-school.AlltheBritishchildrenholdamoreflexibleattitudetoarrangingtheirout-of-schooltime.UK16:“(afterhomeworkorcourseworkthatisimportant,Iwilldo)Anythingthat’sconvenient,butmoreoftenthannoteithercallafriendorcomeonthecomputerandlistentomusicandtalktofolks.〞Sub1:Schooldaypattern

affectshowchildrenviewtheirtimeout-of-school.MostoftheChinesechildrenregardedtheirout-of-schooltimeasalimitedresourcetoachievetheirtargets.CN15:“Onlytwothingsarefairtoeveryoneintheworld.Oneistime…Isawmyclassmateswhoareinthetopofmyclassseldomgooutofclassroomduringthebreak.Theyfullyusedtheirtimeforstudyafterschool.That’swhytheygotbetterscores.”CN16:“Ithink,efficiencyismoreimportantthantime.Icanfinishmyhomework,butIcannotdoitasfastasyou.”andtheytendedtousetheirtimewithaclearerpurpose…CN3:“Weplayedbasketballtogetherafterexams.Itisthefreesttimewehave.Also,itisimportanttomaintainahealthybodyinourage.andtheirdecisionsmaydependontheirinterestsandfeelings,notmuchbeInfluencedbyinstitutionalpressure.UK8:“Weformaband,wemeettwiceaweekafterschool……itisnotserious,wearegoodfriends,reallygoodfriends,soitisjustforhavingfun.〞Study4:Interviewswith14/15yearoldchildrenintheUKandChinaTheme1:schoolregulationSub2:Priorityofhomeworkreflectshowchildrenmanagetheirout-of-schoolactivities.AmountofhomeworkImportanceofhomeworkHowhomeworkismarkedAmountofhomework:Recommendedamountofhomeworkfor14or15yearoldsUK:1.5-2.5hoursperday(Nationalhomeworkguidelines,1998)

China:Nomorethan1.5hoursperday(1994)theCounty’slocalEducationBureausetapolicystatuterequiringthatnoschoolshouldbeopenbefore7.40AM(2005)Thedatarevealed:UK:thehomeworktheydidorneededtodowasmuchlessthantherecommendedamount.Mostofthemthoughttheamountofhomeworktheyhadwas‘reasonable’andtheydidnothavetocompletethemundertimepressure.Buttheyprefertodoitin‘thelastminute’or‘whenIhaveto’.China:theyhadatleasttwohourshomeworktodoeverydayandevenmorehomeworkduringtheweekends.Theyfelttheyhadquitealotofhomeworktodoandtheydidmostofthem.CN4:Ican’tgotosleeplaterthan9pm.(why?)Ifeltverysleepybythen.Somymumwakedmeupat4.30amandIwrotemyhomeworkinthemorningbeforeIwenttoschool.CN15:OnceIfinishedmyhomeworkat1am.Atthatday,Ifinishedatschoolat7pmandthenIwenttoanout-of-schoolmathsclub.Itfinishedat9.30.Igothomeat10pm.AndIstillgothomeworktodo.Ifinallyfinishedmyhomeworkat1am.Howhomeworkwasmarked:TheschoolhomeworkpolicyUK:Homeworktimetablevisibletoteachersandstudents.

China:HomeworktimetablevisibletoteachersThedatarevealed:UK:thechildrenshowedtheirintentiontotakingcontroloftheirout-of-schoollifeUK7:“Wespentthesametimeatschoolliketeacher.Theydidn’tgetanyhomework.Whywouldwegetthem?〞China:withlessout-of-schooltimeandconsiderableamountofhomework,theChinesechildrenwereleftlesscontroloftheirout-of-schoollife.CN8:“Wenormallyhandinourhomeworkthenextdaymorningtooursubjectrepresentative.Althoughtheteachermaynothavetimetomarkit,ourrepresentativewouldreporttotheteacherwhodidn’thandintheirhomework.〞Importanceofhomework:TheUK&China:bothgroupsshowedtheywereuncertainaboutthevalueofhomework.Whendiscussingonifhomeworkwouldhelpthemachievebetteratschool,theUK’stypicalresponsewas‘Itmaybe.’or‘Itcanbe.’TheChinese’typicalanswerwas‘

Homeworkisjustthebasic.Becauseeveryonecompleteshomework,whetherwecanachievebetterwilldependonhowhardweworkfurtherandourlearningstrategies.’

AlthoughtheUKchildrenseemedlaxincompletinghomework,theywereseriousandactivetocompletetheircoursework,whichtheythoughtmattered.Environmenttodohomework:‘infrontTV’or‘whereverreally’Environmenttodoimportantworksuchas‘coursework’‘partofGCSE’or‘revisionforatestthat’llcount’:theywill‘trytoconcentrateandfindwherenobodyelse’‘gotomyownroom’or‘whereisquiet’.

Theme2:assessmentregimesSub1:Perceivedfunctionofexamination

shapedchildren’sexpectationforeducation.Exam:UK:-InthemiddleofGCSEsChina:-PreparingfortheProvincialSeniorHighschoolentranceexamination

Functionoftheexamsinchildren’seyes

UK:GCSEsare‘useful’forthemto‘getaproperjob’or‘earnmoney’.But‘itwouldbeenoughifyougotpass’.Thechildrenwithclearerfuturecareerambitions,e.g.,tobemachinist,teacherphysiotherapistexpressedtheirintentiontogetgoodGCSEresults.China:Theexamwouldhelp‘selectwhichseniorhighschooltheycouldgo’.‘Xseniorhighschoolisthebest,butIdon’tthinkIcangothatone.Irankedaround40inmyyear.ThislevelwouldletmegotoYschool.’

Mostofthemdidnothaveaclearcareertopursueandthought‘itistooearlytothinkaboutit’.Butseveralofthemreportedthattheyhadacleareducationplan,e.g.,‘goaboardtostudy’or‘gotoagooduniversity’.CN4:“Thereareseveralboysinmyclasswhowouldgotovocationalhighschool.TheyplayedComputergamesverywell.Theymayhavetheirownskyoneday.〞Theme2:Assessmentregimes

Sub2:Attitudestoexams

shapeschildren’swayoflearning.UK7:“It(exam)soundsabitstressful.Ifeelit.ButIdon’treallyworryaboutitthatmuch.〞UK9:“Ithinkthatyoushoulddoyourbestandshouldnotthinkaboutitattheendoftheday.〞UK:Duringtheinterviews,theUKchildrentendedtoillustratetheircalmnesstotheexams.Noneofthemstatedthattheyworriedabouttheirexams,althoughsomeofthemthoughttheircalmnessdependedontheirpersonality:UK5:〞Idon’tgetstressedoutmuchreally.Itquitedependsonwhatkindofpersonyouare〞China:TheChinesechildrentendedtoshowtheirsensitivitytotheexams.CN12:“ourmonthlytestisnotimportant.ButIstillcareaboutit.(why?)BecauseIdon’twanttolosemyfaceintheclass,ifitshowsIgetalowerrankintheclass.CN5:“Idon’twanttoshowIamnotasintelligentasmyclassmatesintheexams,especiallythegirls.TheChinesechildrenthoughttheirsensitivitytoexamwasnaturallyessentialforthemtosuccessamongtheirpeersandtosuccessintheirfuture.Children’sdifferentviewontheirexamrevisionout-of-schoolTheBritishchildrenwouldliketosetlimitfortheamountofout-of-schooltimespendingontheirexamrevision,e.g.saying‘IjustdowhateverIcando,butIcan’tdoitallthetime.’TheChinesechildrenwouldliketoputtheirexamrevisionpriortootheractivities,andtheamountoftimetheyspendonrevisionout-of-schoolwaslessaffectedbyotheractivities.Study4:Interviewswith14/15yearoldchildrenintheUKandChinaTheme3:Familyinvolvement

UK:Thechildrenshowedtheirawarenessofindependencefromtheirparents.Atypicalresponse:‘Ithinktheywoulddoit,ifIaskthem’.Insteadofdescribingdetailsonhowtheirparentsgotinvolvedintheirlearning,theytendedtoillustrateareliableandrespectablebondwiththeirparents.UK6:“Mymumanddadwouldaskwhenthetestiscomingup.TheyjustmakesurethatwhetherI‘vebeenrevising;theymakesureIcarryon.〞Inordertojustifytheirreliableandrespectablebondwithparents,whentalkingabouttheirparents’responsetotheirexams,someofthemweremorelikelytodescribethesecureloveandsupportthattheycangetfromtheirparentsnomatterwhatkindofexamresultstheygot,e.g.,“IfIdon’tpass,they(theparents)wouldstillbehappy,ifItried.〞;“MymumisalwayshappywithwhatIget.〞Study4:Interviewswith14/15yearoldchildrenintheUKandChinaTheme3:Familyinvolvement

China:Mostofthemaremorelikelytotalkaboutthedetailsonhowtheirparentshelpedtheirlearning,suchashowtheirparentsstopwatchingTVwhentheydotheirhomeworkorhowaboy’sgrandpawereaskedtostoptalkingbyhisgrandmawhenhewasstudying,e.g.,“WhenIdidmyhomework,mymumjustreadnewspaperorbooksasideme.AndshebroughtmefruitsandwaterwhenIaskedher.Itislikesheworkedtogetherwithme.〞TheChinesechildrentendedtoshowtheirappreciationtotheparents’effortsinsupportingtheirlearning.Withtheappreciation,theyfeltthattheyareoughtto‘performwellatschool’and‘notdisappointtheparents’.Theme4:PerceptionofthecomputerStudy4:Interviewswith14/15yearoldchildrenintheUKandChinaBoththeBritishchildrenandtheChinesechildrenendorsedthat‘Computerisforentertainingout-of-school,althoughitcanbeforlearning.‘UK:Atypicalresponse:“Formyleisurepointofview,withoutcomputer,Iwouldmissthemalot.Butforeducation,probablyitisjustcomputer.Itwasn’treallymythingto.ButcomputerlikeBitesizerevisionandallsortlikethat,thathelps.〞Whentheytalkedaboutusingcomputerforlearning,theywouldliketoreferhowtheyusecomputeratschool.UK10:“Weusebitesizewiththeteacheratschool.SoIdon’treallydothatathome〞China:Useofcomputerwasregardedasadistractionanddisturbancetothechildren’sout-of-schoollearning,especiallywhenthechildreninYear9werepreparingforthevitalexams.‘IcanusethecomputerwhenIfinishmyhomework.’

Whentheyhadfreetime,computerismainlyanentertainingtoolforthemtorelaxandchillout.CN10:“Idon’tuseonlinelearningresourcessuchasmultimediaorPowerPointcourseware.Iknowtheyareavailableonline.ButIthinktheyareuseless.〞Theinterviewer:why?CN9:“Theteacherstaughteverythingweneed.Andthecoursewareistoogeneral.〞IntheChinesechildren’sunderstanding,intermsofexamoutcomes,learningwithcomputerout-of-schoolisnotaseffectiveastheirlearningwithtextbooksandworksheetsout-of-school.Theme4:PerceptionofthecomputerStudy4:Interviewswith14/15yearoldchildrenintheUKandChinaInterviewUnobtrusiveObservationDesign-basedResearchBritishChineseBBCOnionStreetChineseOnlineSchoolMandarinLearningNetworksiteDescriptivestatisticsContentanalysisStructureanalysisThematicanalysisUnobtrusivemonitorFocusgroupMulti-perspectivesleadtoamulti-methodresearch:

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