Effective Communication between Parents and Teachers using Smartphone App

Kang, Young-Jin; Cho, Jungwon

doi:10.14257/ijseia.2014.8.1.16

Cited by 2 publications

(3 citation statements)

References 13 publications

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“…With the rapid development of digital technology, the need for changing teacher-parent communication tools has been recognized by parents (Nitza & Roman, 2017). In fact, smartphones are deemed an effective tool to foster mutual information exchanges that go beyond the usual limitations (Kang & Cho, 2014). Studies have attempted to examine the use of smart devices in teacher-parent communication; they focus on intentions to use (Chena & Chena, 2015), attitudes toward use (Ho et al, 2013), the contribution of smart devices (Kang & Cho, 2014), and user preferences (Palts & Kalmus, 2015).…”

Section: Sage Openmentioning

confidence: 99%

“…In fact, smartphones are deemed an effective tool to foster mutual information exchanges that go beyond the usual limitations (Kang & Cho, 2014). Studies have attempted to examine the use of smart devices in teacher-parent communication; they focus on intentions to use (Chena & Chena, 2015), attitudes toward use (Ho et al, 2013), the contribution of smart devices (Kang & Cho, 2014), and user preferences (Palts & Kalmus, 2015). Most research expresses approval of the advantages of using smart devices as teacher-parent communication tools; however, the change of social relationships between teachers and parents in the use of new technology has received little attention.…”

Section: Sage Openmentioning

confidence: 99%

“…With regard to IM app tools, previous studies focused on WhatsApp (Ahad & Lim, 2014;Aharony & Gazit, 2016;Karapanos et al, 2016;Rosales & Fernández-Ardèvol, 2016;Sánchez-Moya & Cruz-Moya, 2015) and WeChat (Gan & Wang, 2015), whereas Line has rarely received attention from scholars. Moreover, although scholars view smartphones as an effective tool for teacher-parent communication (Kang & Cho, 2014), and understanding these kinds of relationships can be helpful both theoretically and practically, relevant research remains scarce.…”

Section: Literature Reviewmentioning

confidence: 99%

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Fostering Teacher–Parent Communication: Line Plays a Significant Role in Taiwan

Lin

2019

Sage Open

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The convenience and pervasiveness of smartphones have created an environment where teacher–parent communication can be easily fostered through mobile apps. The current study aims to explore the role of instant messaging apps in teacher–parent communication. Social capital and the uses and gratifications theory were used to develop a theoretical model. The survey collected 429 valid questionnaires. The findings show that both bonding and bridging capital have a positive influence on constructs including sociability, entertainment, communicatory utility, and emotion. Entertainment, communicatory utility, and emotion have a positive influence on the willingness to use Line as a teacher–parent communication tool. The implications for the extension of communication theory and practice are discussed in the current study.

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Section: Sage Openmentioning

confidence: 99%

Section: Sage Openmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Fostering Teacher–Parent Communication: Line Plays a Significant Role in Taiwan

Lin

2019

Sage Open

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Expanding Communication in the Transition Process: Can Edublogs Help?

Seabrooks-Blackmore¹,

Patterson²,

Webb³

et al. 2015

Journal of Theoretical Educational Science

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This exploratory study examined the introduction and use of Edublogs as a collaborative communication tool in three university graduate courses to enhance the development of transition plans for students with disabilities. Participants were enrolled in one of three courses that addressed Transition and Legal Issues in Special Education. Pre-and-post surveys were given to determine participants' knowledge, feelings, and experiences with the use of Edublogs, as well as their attitudes before and after the introduction and use of Edublogs. Results indicated that participants' attitudes varied minimally; however, post-survey comments revealed more familiarity and comfort with the use of this Web 2.0 technology in collaborating with students, colleagues and families to enhance participation in transition meetings for students with disabilities with minimal barriers related to time and location.

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Effective Communication between Parents and Teachers using Smartphone App

Cited by 2 publications

References 13 publications

Fostering Teacher–Parent Communication: Line Plays a Significant Role in Taiwan

Fostering Teacher–Parent Communication: Line Plays a Significant Role in Taiwan

Expanding Communication in the Transition Process: Can Edublogs Help?

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