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Parents' perspectives on technology and children's learning in the home: social class and the role of the habitus.

Published in:Journal of Computer Assisted Learning Vol. 27; no. 4; pp. 347 - 361
Main Authors: Hollingworth, S., Mansaray, A., Allen, K., Rose, A.
Format: research Journal Article
Published: Wiley-Blackwell Aug2011
Online Access:View this record in EBSCOhost
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      dt: Aug2011
      vid: 27
      iid: 4
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1111/j.1365-2729.2011.00431.x
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        atl: Parents' perspectives on technology and children's learning in the home: social class and the role of the habitus.
      aug:
        au:
          Hollingworth, S.
          Mansaray, A.
          Allen, K.
          Rose, A.
        affil: Institute for Policy Studies in Education (IPSE), London Metropolitan University, London, UK
      sug:
        subj:
          Educational Technology Utilization
          Parental Attitudes
          Computer-Assisted Instruction
          Social Class
          Digital Divide
          Learning Methods In Infancy and Childhood
          Human
          Male
          Female
          Adult
          Child
          Middle Age
          Adolescence
          United Kingdom
          Parental Role
          Socioeconomic Factors
          Educational Status
          Information Literacy
          Cultural Sensitivity
          Models, Theoretical
          Interviews
          Qualitative Studies
          Adult: 19-44 years
          Child: 6-12 years
          Middle Aged: 45-64 years
          Adolescent: 13-18 years
          Male
          Female
      pubtype: Academic Journal
      doctype:
        research
        Journal Article
      ougenre: Article
      ab:
    language: English
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