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COMPUTER MEDIATED PARENT-TEACHER COMMUNICATION

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dc.creator Susana Juniu
dc.date 2009
dc.date.accessioned 2022-03-29T14:18:04Z
dc.date.available 2022-03-29T14:18:04Z
dc.identifier http://www.redalyc.org/articulo.oa?id=44713064012
dc.identifier.uri http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/144636
dc.description Parent-teacher communication is crucial to children's education. The literature reveals that parents' involvement in their children's education improves outcomes in areas such as learning, attendance, behavior, and graduation rates. Increased and meaningful communication between home and school is likely to enhance parent involvement and may consequently support students' learning. Schools are using various forms of technology to increase school/home communication, including voice mail, e-mail, school and classroom websites, and web access to individual student information such as attendance, grades, and student portfolios; however, this use is not consistent or widespread. This paper examines the most prevalent parent-teacher communication in a K-12 educational setting and explores various communication options to improve parent-teacher communication. The focus is to examine the communication needs between teacher and parents and the benefits of combining traditional synchronous and asynchronous communication with newer communication technologies to meet these needs.
dc.format application/pdf
dc.language en
dc.publisher Universidad de Costa Rica
dc.relation http://www.redalyc.org/revista.oa?id=447
dc.rights Revista Electrónica "Actualidades Investigativas en Educación"
dc.source Revista Electrónica "Actualidades Investigativas en Educación" (Costa Rica) Num.3 Vol.9
dc.subject Educación
dc.subject Computer mediated communication
dc.subject schools
dc.subject parent-school relationship
dc.title COMPUTER MEDIATED PARENT-TEACHER COMMUNICATION
dc.type artículo científico


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