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.
<p>Los recursos tecnológicos han ido apareciendo en los centros escolares como potenciales instrumentos para mejorar la información y la comunicación con las familias. Una comunicación que es esencial para mejorar la relación entre ambos agentes e incrementar la implicación y participación de los progenitores en la educación de sus hijos y en el centro. En este contexto, el presente trabajo tiene como objetivos identificar los factores que influyen negativamente en el uso comunicativo de las TIC, y determinar si los estudios realizados en el campo pedagógico (de aplicación de las TIC en los procesos educativos de aula) pueden aplicarse en el ámbito comunicacional con las familias. Para ello se ha llevado a cabo un estudio etnográfico en 20 centros de educación primaria (realizado en cuatro Comunidades Autónomas españolas), seleccionados por tener indicadores positivos de implicación de las familias en los centros. Los resultados muestran que el acceso de las familias, así como la formación y actitudes de padres y docentes hacia las TIC condicionan el uso de las nuevas tecnologías en la comunicación familia-escuela.<br />La investigación evidencia, pues, que no sólo se debe mejorar la formación de las familias, sino también la de los docentes, especialmente para reducir su resistencia a utilizarlas (se requiere, sobre todo, una formación en actitudes).</p>
This paper analyses the evolution of intercultural discourses and practices in Catalan schools (Spain), based on two studies contextualised in different times. The fi rst study was conducted in the 2000/2001 academic year, a time of incipient immigration and the incorporation of the intercultural discourse. The second study (2015/2016), nevertheless, took place in a context of migratory stabilisation and consolidation of the intercultural discourse in the autonomous community. Both studies took the quantitative methodological approach. The results showed that intercultural discourses and practices have evolved positively (in terms of their presence in school documents, actions taken and teacher training) and in keeping with European Union guidelines over the years. However, it still remains the challenge of debunking the belief that intercultural education is related to students of foreign nationality, and therefore the practice that intercultural education is mainly addressed at schools with high percentages of students of foreign nationality.
La investigación expone las representaciones que poseen los futuros profesores de educación básica de una Universidad de la Región de Ñuble (Chile) sobre la familia y los roles parentales que les son asignados en materia educativa. En concordancia con el objetivo, se desarrolla un estudio comprensivo interpretativo utilizando la metodología cualitativa. Dentro de los hallazgos más relevantes se encontró que los roles que los sujetos asignan a las familias se sitúan en dos dimensiones: por una parte, apoyo en el ámbito pedagógico a través de la realización de deberes escolares y, por otra, la inculcación de hábitos que faciliten el establecimiento de un clima en el aula favorable para el aprendizaje.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.