It is a fact that school-home links can be developed now by utilising a range of possible communications and information technologies. Yet there has been rather limited exploration of the implications of developing such links. It appears often to be a commonly held view that creating mere physical links will create positive outcomes. This paper will draw on the outcomes of a range of current and recent evaluation and research studies that have focused on home-school links, will explore the limitations of establishing technological links, and examine further educational and social factors which should be considered and integrated into successful models of home-school practice. The paper will show that learning expectations shift when home-school links are successful, but that learners in the traditional sense are not then necessarily learners in the same. © 2001 by Springer Science+Business Media Dordrecht.
CITATION STYLE
Passey, D. (2001). Developing home-school links: Implications for learners, learning, and learning support. In IFIP Advances in Information and Communication Technology (Vol. 58, pp. 159–176). Springer New York LLC. https://doi.org/10.1007/978-0-387-35403-3_13
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