Dimensión lúdica

Analysis of the qualitative data collected from interviews suggests that P.A.C.T. may be of benefit during home practice in:

• Creating a positive environment. • Acting as the mediator.

7.2.3.1 Creating a Positive Environment

The data provides strong indications that P.A.C.T. may be of benefit in creating a positive environment for learning in the home. Results indicate that children are happier to practice with P.A.C.T. a sample of the type of data collected is illustrated in Table 7.22. Ciara reports that practicing with P.A.C.T. is a “treat” and Maebh reports that the child asks to practice now. When asked why children may be happier when practicing with P.A.C.T. a number of suggestions arise (1) children’s enthusiasm for technology (Nina and Edith), (2) personalisation aspect of P.A.C.T. (Isobelle and Sarah) (3) the game aspect (Valarie).

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Table 7.22 Creating a Positive Learning Environment with P.A.C.T.

Isobelle - Always happier doing it with P.A.C.T. She likes when her name comes up. She thinks there is someone listening in.

Ciara - Doing it on the computer makes it a treat for her.

Nina - Even introducing the whole concept of the computer changed my attitude to the whole thing because I wasn’t groping and start. Great excitement going to the computer, he asks to do it with the computer.

Chloe - Really enjoyed it made her want to do Violin practice

Maebh - She comes looking for practice now

Edith - More interested in practice as children are so interested in computers

Valerie - I don't get moans if we do it with the computer. .you know it's just this extra element that makes it a bit more fun. Makes it more playful for him it is not all about me and him and all the seriousness of an instrument

Sarah - The computer has allowed it to be more positive. We are going into the whole thing with much more enthusiasm and excitement than we would be if it wasn't there. When I say let's go up and do It with the computer he is much more enthusiastic and the practices also last a lot longer because it is much more interactive. He loves the way his name comes up. He gets very excited he feels like someone has listened to him

7.2.3.2 Acting as Mediator

Interestingly, data suggests that many parents found P.A.C.T. beneficial in acting as mediator throughout home practice. Table 7.23 provides example of the data collected. Isobelle reports of fewer rows during home practice when practicing with P.A.C.T.. As her daughter Andrea was happier practicing with the computer and happy to go along with its suggestions. Nina indicates that she liked the mediation aspect of P.A.C.T. as it meant that Michael was receiving instruction other than from her. Sarah reports that this has also worked well during their practice. Valerie provides insights into why children may be happier to take instruction from P.A.C.T. She suggests that it may be that

P.A.C.T. never adds negative energy to the environment and it does not react regardless of the child’s behaviour therefore the child does not wish to displease P.A.C.T.

Table 7.23 P.A.C.T. as Mediator

Isobelle - Easier to teach her when we aren't rowing so much.

Nina - I liked the fact that it was solid he was getting the instruction from something else other than me.

Sarah - The think that I find I am able to do is to teach him the notes from a song but for me to teach him technique is much more difficult because normally he wouldn't allow me to correct his hand position or correct his finger position the way he would in a lesson because he would get angry with me. It is very hard to do that in a positive way, I mean I know I need to learn more skills on how to do that better when we start off a practice in the past without the computer there it was always starting off with a negative thing like "I don't want to do it" so you are at a disadvantage from the beginning. . it is the computer saying it instead of me and that has worked very well for us. It is not like it is me telling him this it is like it's an outsider

Valerie - Adds a different dimension to practice gives them space to work in. He is happy to do what computer says because the computer doesn't get cross or short so you are not going to displease it where's me I have times where I'm short or my annoyance isn't hidden it has nothing to do with the way he is playing it's his attitude and I know, I mean I'm an adult I know it isn't helping but he knows the computer doesn't get that way he just goes on to the next thing.

However, data suggests one key problem with using technology during home practice. This is a lack of resources. Firstly, parents without broadband found that initial set-up time often resulted in them not using P.A.C.T. as often as desired. Secondly, for those participants who did not have a laptop, it was found that if the computer was in a room, which was not conducive to practice there might be a reluctance to use it. This suggests that although Ireland has become technologically enriched over the past number of years there is more to be done before the benefits of technology can be truly exploited during learning activities in the home. This is illustrated in Table 7.24.

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Table 7.24 Challenges of using P.A.C.T.

Nina - The place of the computer in the house physically would be very important because sometimes they didn't want to do it in the room where the computer was so if one had a laptop it would be much easier.

Isobelle - Finding it hard to get in front of the computer, we have dial up so it's a bit slow.

Edith - Not using it as much as we should, this is due to my own organisation and setting it up in the office we haven't got broadband.

7.2.3.3 Role of P.A.C.T. Summary

Results indicate that technology is best place within the home tutoring process in providing a fun element to home practice. Parents suggest that the personalisation and randomness easily provided by computer-based technology is appealing to the young child. Additionally, there is a belief that computer-based technology can be of benefit in mediating the home practice. Results suggest that children are happier to take instruction from the computer other than their own parents, which maybe due to the non-reactive nature of the technology. However, there is a gap between emergent adaptive educational systems and the technological resources, which may impact negatively on the use of technology in home-tutoring.