Ubiquitous mobile educational data management by teachers, students and parents: Does technology change school-family communication and parental involvement?

Blau, Ina; Hameiri, Mira

doi:10.1007/s10639-016-9487-8

Cited by 42 publications

(43 citation statements)

References 37 publications

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“…This perception is consistent with other studies (Thompson et al, 2015), which revealed that convenience is the primary reason why parents and teachers choose e-mails to communicate certain issues, highlighting the non-necessity to coordinate their busy work schedules. Further, our study reinforces the idea supported by many authors (Blau & Hameiri, 2017;Ho et al, 2013;Olmstead, 2013) that digital communication is perceived as more convenient and more immediate than traditional outreach models, so in some instances it could be a suitable option.…”

Section: Self-efficacysupporting

confidence: 89%

Digital media for family-school communication? Parents' and teachers' beliefs

Bordalba

Bochaca

2019

Computers & Education

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The use of digital media for parent-teacher communication is increasing. However, many parents and teachers are still reluctant to use such media to enhance two-way pedagogical communication between parents and teachers. This paper explores which of the parents' and teachers' beliefs have an influence on ICT implementation for such communication. We first developed a theoretical model as an adaptation of the Decomposed Theory of Planned Behaviour tailored specifically to address technological acceptance in parent-teacher interactions. Then we applied the proposed model to our data in order, firstly, to examine which beliefs support or constrain the use of digital media and, secondly, to compare the participants' views (parents and/or teachers from schools with different degrees of ICT implementation for parent-teacher communication) on using e-mails and online platforms to communicate with each other. The data were obtained from interviews with 30 families and 35 teachers from 11 different schools in Spain. The findings revealed that parents and teachers hold a set of beliefs about the use of digital media: beliefs about the medium (based on the characteristics of e-mails and online platforms) and beliefs about the context (based on their perceptions of the setting and of themselves), with the latter being the most important barriers to the use of digital media, particularly for teachers. The findings also showed that parents and teachers display more positive stances on the use of digital media in schools where the management team promotes the use of e-mails or online platforms for family-school communication. A major implication of these findings is that management teams should take the first step to introduce digital media to communicate with families. These findings are also important for researchers as they provide a framework to guide further studies, and give an insight into a field in which the literature is scarce.

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Section: Self-efficacysupporting

confidence: 89%

Digital media for family-school communication? Parents' and teachers' beliefs

Bordalba

Bochaca

2019

Computers & Education

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“…Además, y quizás como consecuencia de esta dinámica unidireccional, las familias consideran estas reuniones repetitivas y prescindibles en los ciclos superiores (Garreta, 2015). Por último, los correos electrónicos y las plataformas digitales, si bien tienen un potencial enorme por considerarse herramientas más eficaces, eficientes e inmediatas (Blau y Hameiri, 2017;Olmstead, 2013), son medios cuyo uso está aún poco extendido. Ambos agentes siguen prefiriendo los canales tradicionales para comunicarse (Macia, 2018;Palomares, 2015), siendo las tutorías, la agenda, las reuniones grupales, las circulares y los contactos informales los medios más utilizados en la mayoría de escuelas (García et al, 2010).…”

Section: Canales De Comunicación Familia-escuelaunclassified

Principales canales para la comunicación familia-escuela: análisis de necesidades y propuestas de mejora

Bordalba

2018

Rev. Complut. Educ

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Parental involvement in their children's education is essential but still remains a major educational challenge. In this context, it is imperative to look at family-school communication since it enhances trust and confidence between the two educational agents (families and schools) and, consequently, it helps to improve family-school partnership. Thus, the present article analyses the weak points of the main channels of communication between parents and teachers, and describes effective practices for overcoming some of these barriers and improving the family-school communication thereof. The study, which is part of a larger research regarding parental involvement in Spain, adopted an ethnographic approach. Specifically, 20 primary schools from four autonomous communities (La Rioja, Aragon, the Balearic Islands and Catalonia) were studied. The findings revealed that schools are implementing multiple actions and interesting practices to overcome the weaknesses of the current media, which could be considered as initial proposals for improving family-school communication.

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“…While digital empowerment and social inclusion are usually approached separately, recent inquiries suggest the need for exploring good practices of treating them together. For example, educators may catalyse families' digital literacy by strengthening ties between school and family (Arrow-Finch, 2013;Blau-Hameiri, 2016).…”

Section: Digital Literacy and Social Inclusionmentioning

confidence: 99%