Learning and Digital Inclusion: The ELAMP Project

• Published in: Research in learning technology Vol. 20; no. 4; pp. 417 - 13
• Main Author: D'Arcy, Kate
• Format: Journal Article
• Language: English
• Published: Jarfalla Co-Action Publishing 2012; Association for Learning Technology
• Subjects: Children & youth; Distance Education; Distance learning; Education; education: digital inclusion; Educational Change; Educational Environment; Educational Needs; Educational Objectives; Educational Opportunities; Educational Technology; ELAMP; Electronic Learning; England (Sheffield); Equal rights; Equality; Foreign Countries; Handheld Devices; Human rights; Information Technology; Laptop Computers; Learning Processes; Learning Strategies; Minority & ethnic groups; Outcomes of Education; Parental rights; Race relations; Romani people; Schools; Teaching Methods; Technological Advancement; Technology Uses in Education; United Kingdom; young Travellers and their families; United Kingdom; United Kingdom (Sheffield); United Kingdom > UK; England
• ISSN: 2156-7069; 2156-7077
• DOI: 10.3402/rlt.v20i0.18603

The Electronic Learning and Mobility Project (ELAMP) was a nationally funded project by the Department for Children, Schools and Families, which ran from 2004 to 2010. The main aim of ELAMP was to improve the education of Traveller children, particularly highly mobile learners. ELAMP focussed upon the use of mobile technology and distance learning to support, enhance and extend young Travellers' educational and vocational opportunities. This article will reflect upon the learning and technological experiences and opportunities that the ELAMP project provided for Traveller children, young people and their families. In doing so it will critically consider the value of information technology in working with Traveller communities and advancing their educational opportunities. Reviewing ELAMP work will also demonstrate how the use of mobile technology can improve educational outcomes and Traveller families' digital inclusion. Now that the project has ended, this article will question why we are not using what we learnt from ELAMP to move forward. The author was a tutor on the project who also evaluated the Strand B, Wider Key Skills element of ELAMP for The University of Sheffield between 2008 and 2010, which is the main focus of this particular article. (Contains 8 notes.)