Information technology’s impact on school–parents and parents–student interrelations: a case study

Telem, Moshe; Pinto, Sherly

doi:10.1016/j.compedu.2004.10.008

Cited by 19 publications

(7 citation statements)

References 44 publications

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“…All of these relationships form the foundation of a school community. There is considerable variation in the ways in which these interactions transpire, often dependent on resource availability and teachers' propensity to utilize those resources (Bird, 2006;Selwyn, Banaji, Hadjithoma-Garstka, & Clark, 2011;Ramirez, 2001;Smith, Wohlsetter, Kuzin, & DePedro, 2011;Telem & Pinto, 2006). Further, these family-teacher relationships are influenced by families' beliefs of their abilities to extend learning at home to support their children's development on a personal level (McKenna & Millen, 2013).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

School Community Connectedness and Family Participation at School

Dove

Zorotovich

Gregg

2018

WJE

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Family involvement in a child’s education is a complex system that extends beyond the presence of partnershipsbetween families, schools, and the community (Epstein, 2011). By measuring families’ feelings of connectedness andmembership to the school community, this study explores families’ motivations for participating in their child’slearning and development at school. Results suggest that a family’s sense of connectedness to their child’s schoolcommunity may be related to their level of participation. Findings are discussed in terms of implications foreducational communities emphasizing the power of families’ community connectedness within the schools andexpanding on the ways to enhance family involvement and participation.

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Section: Theoretical Perspectivesmentioning

confidence: 99%

School Community Connectedness and Family Participation at School

Dove

Zorotovich

Gregg

2018

WJE

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“…2007) and development of information and communication technology (ICT) skills and confidence (Kong & Lia 2009). Home access is also associated with improved parental engagement and involvement in children's learning and homework and continuity of learning between home and school (Telem & Pinto 2006; Kerawalla et al . 2007).…”

Section: Introductionmentioning

confidence: 99%

Technology and learning at home: findings from the evaluation of the Home Access Programme pilot

Jewitt

Parashar²

2011

Journal of Computer Assisted Learning

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This paper examines the impact of a UK government initiative, introduced in late 2008 and closed in 2011, to provide a computer and 1 year of Internet connectivity to low-income households with children aged 5-19 years. This paper presents and discusses the findings from the evaluation of the initiative, the Home Access Programme (HAP) pilot study in two local authorities in England in 2009-2010. The evaluation found that HAP impacted positively on children and young people's computer access; more specifically, it led to increased student time engaged in homework and independent learning activities on the computer at home. The evaluation found evidence of pockets of increased parental engagement with their child's learning. Finally, the survey found some evidence of benefits of HAP in relation to economic and social benefits at home. The paper concludes that the pilot HAP made a material impact on closing the digital divide and delivered educational benefits for students and for households.

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“…Internally, the schools as education organization also take benefit from the MIS, such as the school promotion. Telem & Pinto (2006) state that the MIS allows the school principasl recognize and aware of the MIS potential for school promotion means. Aldarbesti & Saxena (2014) also assert that the MIS has supported the school management potentially.…”

Section: Discussionmentioning

confidence: 99%

The Moderation Effect of Information Systems on Vocational High School Principal Decision-Making Model

Supriadi

Usman

Jabar

2021

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A decision-making process in an organization is more effective if it is supported by reliable and valid information systems. Management Information System (MIS) and Decision Support System (DSS) are two systems commonly used by organizational leaders to collect information for making the Quality of Decision (QD). This study aimed to empirically investigate MIS influences on vocational high school principals’ QD. Besides, this study examined the moderation effect of the DSS on the decision-making processes. This quantitative research employed the survey method and purposive sampling technique. As many as 60 vocational high school principals and vice-principals in Yogyakarta, Indonesia were the participants of this study. They filled in questionnaires consisting of 19 items that were developed using the Likert scale. The quantitative data obtained were analyzed using Structural Equation Modeling. The research findings show that MIS has a significant effect on the quality of the decision-making process by vocational high school principals. However, for improving the decision quality, the model must be assisted by DSS as the moderator variable. MIS carries information required for principals while DSS provides data, model, and analysis instruments used for special cases in vocational high schools.

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Information technology’s impact on school–parents and parents–student interrelations: a case study

Cited by 19 publications

References 44 publications

School Community Connectedness and Family Participation at School

School Community Connectedness and Family Participation at School

Technology and learning at home: findings from the evaluation of the Home Access Programme pilot

The Moderation Effect of Information Systems on Vocational High School Principal Decision-Making Model

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