Teacher–families online interactions and gender differences in parental involvement through school data system: Do mothers want to know more than fathers about their children?

Blau, Ina; Hameiri, Mira

doi:10.1016/j.compedu.2012.03.012

Cited by 39 publications

(31 citation statements)

References 13 publications

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“…Beyond the inter-personal differences highlighted by models of Rogers (2003) and Peled et al (2011), and the effect of the school culture emphasized by Shamir-Inbal and , teachers adopt different technological tools/functions at a different pace and rate (Blau and Hameiri 2012;Thurlings et al 2014). The process of ICT integration is deeper and occurs faster in components prioritized by a school leadership and thus perceived as a requirement by teaching staff (Blau and Presser 2013).…”

Section: Long-term Integration Of Innovations In Education and Schoolmentioning

confidence: 90%

Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

2016

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This study examines how the leaders of technology integration in educational institutions -school principals and ICT facilitators -assess systemic changes that occurred in their schools. The study collected the data from Israeli elementary schools towards the end of the third and the fourth years of the gradual National ICT program. The research questions explored (1) the predictors of the general school ICT culture and (2) changes over time in the general school ICT culture and its components. An online questionnaire was distributed to all elementary schools in the Northern District and filled out jointly by the school principal and ICT facilitator. A total of 392 questionnaires (91.2 % response rate) were analyzed. The following predictors explained 63 % of variance in general school ICT culture: the percent of teachers who frequently use ICT in lessons, using technology for enhance pedagogy, teachers' digital competence, digital content use, its design by teachers, pedagogical update of class website, school portal update (negative predictor), e-communication within school staff, and teacherparents e-communication. Regarding the impact of time, the results indicated that between the 3rd and 4th years of ICT integration significant changes still occur in the general school ICT culture and most of its components.

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Section: Long-term Integration Of Innovations In Education and Schoolmentioning

confidence: 90%

Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

2016

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“…Indeed, it appears that the teachers' ability to learn and collaboratively design digital learning materials adapted to specific needs of their students, is one of the most important conditions for the success of the 1:1 initiative (Lindqvist, 2015). That being said, it's clear that the level of functioning of the curricular team depends on the human factor, regardless of the requirements of the initiative leadership and educational decision-makers (Blau & Hameiri, 2012). The initiative created the necessity for adapting curriculum and to devote more time to collaborative design of digital learning materials (Downes, & Bishop, 2015).…”

Section: Collaboration Among Teachers On Digital Learning Designmentioning

confidence: 99%

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Peled

Blau

Grinberg

2015

IJELL

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Transforming a school from traditional teaching and learning to a one-to-one (1:1) classroom, in which a teacher and students have personal digital devices, inevitably requires changes in the way the teacher addresses her role. This study examined the implications of integrating 1:1 computing on teachers’ pedagogical perceptions and the classroom’s educational discourse. A change in pedagogical perceptions during three years of teaching within this model was investigated. The research analyzed data from 14 teachers teaching in a junior high school in the north of Israel collected over the course of three years through interviews and lesson observations. The findings show that the 1:1 computing allows teachers to improve their teaching skills; however, it fails to change their fundamental attitudes in regard to teaching and learning processes. It was further found that the use of a laptop by each student does not significantly improve the classroom’s learning discourse. The computer is perceived as an individual or group learning technology rather than as a tool for conducting learning discourse. An analysis of the data collected shows a great contribution to collaboration among teachers in preparing technology-enhanced lessons. The findings are discussed in terms of Bruner’s (Olson & Bruner, 1996) “folk psychology” and “folk pedagogy” of teachers and “the new learning ecology” framework in 1:1 classroom (Lee, Spires, Wiebe, Hollebrands, & Young, 2015). One of the main recommendations of this research is to reflect on findings from the teaching staff and the school community emphasizing 1:1 technology as a tool for significant pedagogical change. It seems that the use of personal technology per se is not enough for pedagogical changes to take place; the change must begin with teachers’ perceptions and attitudes.

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“…In addition, even for those parents who are not able to attend information or cultural events due to lack of transportation, lack of child care, or incompatible work schedules [5,28], and educators can use online access as an immediate way of sharing information. Email can be an effective communication tool for many families as they are able to respond to messages in their own time.…”

Section: Engaging Families In Partnership Through Technologymentioning

confidence: 99%

Engaging Families in Partnership through Technology

Wei¹,

Lu²

2017

Proceedings of the 3rd Annual International Conference on Management, Economics and Social Development (ICMESD 17)

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Teacher–families online interactions and gender differences in parental involvement through school data system: Do mothers want to know more than fathers about their children?

Cited by 39 publications

References 13 publications

Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Engaging Families in Partnership through Technology

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