Teacher’s beliefs about the use of technologies by families to get involved in education

Abstract

The present qualitative study aimed to understand teacher's beliefs about the benefits of the use of Information and Communication Technologies (ICT) by the families of the students, and of the educational practices to encourage the use of ICT by parents. Interviews were conducted with 12 teachers from urban public elementary schools, eight women and four men, aged between 23 and 55 years. The information was analyzed with the inductive method. It was found that teachers consider that ICT use by families improves support for home learning, cultural capital of students, and communication with parents. Teachers believe that they encourage families to use ICT when they handle it to inform them about homework and school activities. It was concluded that the teachers consider that the management of ICT by the families favors the teaching process. However, their beliefs about practices that promote their use by families are limited. These findings suggest that while teachers are aware of the benefits of ICT, it is necessary to train them to favor a wider use of technologies by families.

El matrimonio en la Constitución española: un enfoque doctrinal y jurisprudencial

“…Lo que sí ha generado cierta polémica es si la convivencia extramatrimonial sin descendencia puede entenderse como familia. La cuestión no es nada sencilla 44 ; por un lado, el matrimonio es un derecho subjetivo y está relacionado con las opciones personales de los ciudadanos; por otro, la familia es un bien constitucional, objetivo de la protección social y económica del Estado 45 .…”

Towards digital competence from the conception of students in language instruction: A study within the master's degree in teaching in Andalusia

“…While it is true that there is wide consensus indicating that smart mobile devices (hereinafter, SMD) and social media sites (hereinafter, SMS) may be an ally in education (Gutiérrez-Ortega, García-Tamarit & Fandos-Igado, 2020;Lena-Acebo, Pérez-Escoda, García-Ruiz & Fandos-Igado, 2023;Salas, 2023), the low level of digital literacy on the part of the teaching staff and their reluctance to use digital resources such as social media, software, etc. (Álvarez & Gisbert-Cervera, 2015), as well as the lack of transmedia competences exhibited by adolescents (Cabero et al, 2023;Gutiérrez, Rey & Melo, 2018) and their families (Urías, Urías & Valdés, 2017;Vargas, 2023) all continue to pose a threat to their use.…”

Docencia, tecnología y convivencia: un enfoque integral

“…Para ello, se partió del modelo de Epstein (2002), que establece seis esferas en las que las familias pueden participar en la educación. En particular, se analizó la actitud de los padres hacia las tecnologías en aspectos relacionados con la crianza (valoración del uso de las TIC para mejorar sus acciones en el hogar), la comunicación con la escuela (valoración del uso de las TIC para mejorar la comu-nicación con los docentes) y el apoyo al aprendizaje en casa (valoración del uso de las TIC como apoyo para las tareas en casa), ya que estas tres dimensiones resultan especialmente pertinentes para vincularlas con el uso de la tecnología (Urías et al, 2017).…”