The First Model of Family Education on the Delivery of Bilingual British NCC Digital Literacy Qualifications in Dalian, China – Engaging and Motivating Children

Year 2020, Volume: 16 , 38 - 49, 21.06.2020

Ying Wang Xuemei Lıu Yingdi Zhang Xiaohua Sang Mengjie Wang Ying Lıu

Abstract

It is well known that economic change in China has been both huge and rapid. Emerging children’s education in technology has seen a significant challenge. As parents become more involved and busier with their work matters, their children run the risk of either being neglected to a degree of pressure that is applied on them to do better in exams, so as to “climb the social ladder" more easily. How to motivate children in technology education is an even more critical challenge. Having synthesised the relevant theories that underpin the Family Education Model, this paper reports Tulip Community Academy (China) as a social service organisation; shares its successful experience on how to undertake social responsibility to support children education in digital literacy, as well as illustrates the model using various cases including the one on how to understand data and data analysis. Tulip regulated its organisation and then achieved the accreditation awarded by British NCC Education Digi Programmes as a partner centre. The innovation began with the digital literacy delivery for 5-9 years old as well as their parents. Some of their parents are mothers who used to be teachers but have not been back to work since their childcare commitments; some are fathers who work in IT/Software industries. Tulip Family Education model consists of macro teaching technologies, whilst the micro teaching enabling better communicating to children.

Keywords

Children education, Digital literacy, Social community, ICT, Motivation

References

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