1 / 11

Social Networks and Parent Teacher Meetings: A Question that can´t Wait

Social Networks and Parent Teacher Meetings: A Question that can´t Wait. Molina, M.D., Rodr íguez, J., Collado , J.A. y Pérez, E. University of Jaén (SPAIN). Introduction.

kaseem-richard
Download Presentation

Social Networks and Parent Teacher Meetings: A Question that can´t Wait

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Social Networks and Parent Teacher Meetings: A Question that can´t Wait Molina, M.D., Rodríguez, J., Collado, J.A. y Pérez, E. University of Jaén (SPAIN)

  2. Introduction This research´s objective is to show the type of parent teachers meetings that families of Preschool and Primary education in the province of Jaen would like for their children school. Propose that corresponds to the current legislative framework.

  3. Theoretical Framework: Teacher meetings using ICT. It is clear that the family cannot fulfill educational functions alone and needs backup from the school, but this does not mean that school is fully responsible for the education of their children. This leads us to the conclusion that an open, fluid and flexible relationship between the family and the school, based on effective communication and cooperation, is essential to optimize the teaching-learning process.

  4. Theoretical Framework: Teacher meetings using ICT. A new challenge emerges for teachers, namely to work with parents in the classroom in different areas such as training and information. Once we are aware of the importance of the challenge, society today offers us the possibility to work with it much more easily with the possibilities offered by Information and Communications Technology (ICT).

  5. Methodological Design This research is descriptive and is based on the survey technique. An evaluation instrument of four dimensions was designed in order to achieve the main objective. The first dimension was ‘Opinion on parent-teacher meetings’; the second ‘ICT tools’; the third ‘How to use ICT tools’; and, finally, the fourth dimension ‘Blogs as a classroom tool’. It is a Likert scale whose response ratings go from 1 to 4 (1 meaning less and 4 meaning More).

  6. ResultsOpinion on parent-teacher meetings. Attendence parent-teachers meetings

  7. ResultsOpinion on parent-teacher meetings. New technology could improve the family-school relationship.

  8. Results:ICT instruments. According with the research results shown by the survey, parents use ICT instruments as a way to communicate with other people. We also can notice that they use tools as e-mails and whatsapp daily.

  9. Conclusions According with the research results, academic training is necessary in use of communication networks in general, and in the use of blogs in the educational field in particular. It is also necessary to make both teachers and families aware of the possibilities ICT offers in this professional field..

  10. References • Aznar Minguet, P. (2007). Familia, sociedad y redes de comunicación. Bordón 59, 325. • Belloch Ortí, C. (2012). Las Tecnologías de la Información y Comunicación en el aprendizaje. Material docente (on-line). Universidad de Valencia • CollSalvador, C. (2013). Las relaciones familia escuela en la nueva ecología del aprendizaje. Desafíos y oportunidades. Encuentro Internacional de Educación. Ecuador, mayo 2013. • Contreras Reynoso, D. (2013). Como Fortalecer la Alianza Familia Escuela. EDUCARED. • Christakis, N.A. & Fowler, J.H. (2010). Conectados. El sorprendente poder de las redes sociales y cómo nos afectan. Editorial Santillana Taurus: Madrid. • MEC (1990). Ley Orgánica 1/1990 de 3 de octubre de Ordenación General del Sistema Educativo -LOGSE- (BOE, 4 de octubre de 1990). • MEC (2006). Ley Orgánica 2/2006 de 3 de mayo de Educación -LOE- (BOE, 4 de mayo de 2006). • MEC (2013). Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educative -LOMCE- (BOE, 10 de diciembre de 2013). • Trujillo Sáez, F. (2012). Propuestas para una escuela del siglo XXI. Catarata. Madrid.

  11. References • MEC (1990). Ley Orgánica 1/1990 de 3 de octubre de Ordenación General del Sistema Educativo -LOGSE- (BOE, 4 de octubre de 1990). • MEC (2006). Ley Orgánica 2/2006 de 3 de mayo de Educación -LOE- (BOE, 4 de mayo de 2006). • MEC (2013). Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educative -LOMCE- (BOE, 10 de diciembre de 2013). • Trujillo Sáez, F. (2012). Propuestas para una escuela del siglo XXI. Catarata. Madrid.

More Related