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dc.contributor.authorMacià Bordalba, Mònica
dc.contributor.authorGarreta i Bochaca, Jordi
dc.date.accessioned2019-02-06T11:39:38Z
dc.date.available2019-02-06T11:39:38Z
dc.date.issued2019
dc.identifier.issn0360-1315
dc.identifier.urihttp://hdl.handle.net/10459.1/65716
dc.description.abstractThe 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 the parents' and teachers' beliefs regarding the use of e-mails and online platforms for two-way 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, which shows the most important beliefs that support or constrain the use of digital media for family-school communication. Then we compared the participants' views (parents and/or teachers from ICT schools and non-ICT schools) on using e-mails and online platforms in order to provide a more context-based understanding of the beliefs influencing the use of digital media for parent-teacher pedagogical communication. 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 introducing 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.ca_ES
dc.description.sponsorshipThis work was supported by the Spanish Ministry of Economy and Competitiveness (grant number EDU2012-32657) as part of the project entitled “Families and schools. Discourses and practices on participation in elementary schools”, and by the Spanish Ministry of Education, Culture and Sport (grant number FPU13/02456). This research article has also received a grant for its linguistic revision from the Language Institute of the University of Lleida (2016 call).
dc.language.isoengca_ES
dc.publisherElsevierca_ES
dc.relationMICINN/PN2008-2011/EDU2012-32657
dc.relation.isformatofVersió preprint del document publicat a https://doi.org/10.1016/j.compedu.2019.01.006ca_ES
dc.relation.ispartofComputers and Education, 2019, vol. 132, p. 44-62ca_ES
dc.rights(c) Elsevier, 2019ca_ES
dc.subjectSchoolsca_ES
dc.subjectFamiliesca_ES
dc.subjectTwo-way pedagogical communicationca_ES
dc.subjectDigital mediaca_ES
dc.subjectElementary educationca_ES
dc.titleDigital media for family-school communication? Parents' and teachers' beliefsca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.identifier.idgrec028541
dc.type.versioninfo:eu-repo/semantics/submittedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.1016/j.compedu.2019.01.006


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