Publication: Accesibilidad y alfabetización digital: barreras para la integración de las TIC en la comunicación familia/escuela
Authors
Maciá Bordalba, Mónica ; Garreta Bochaca, Jordi
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Los recursos tecnológicos han ido apareciendo en los centros escolares como potenciales
instrumentos para mejorar la información y la comunicación con las familias. Una comu-
nicación que es esencial para mejorar la relación entre ambos agentes e incrementar la
implicación y participación de los progenitores en la educación de sus hijos y en el centro.
En este contexto, el presente trabajo tiene como objetivos identificar los factores que influyen
negativamente en el uso comunicativo de las TIC y determinar si los estudios realizados en
el campo pedagógico (de aplicación de las TIC en los procesos educativos de aula) pueden
aplicarse en el ámbito comunicacional con las familias. Para ello se ha llevado a cabo un
estudio etnográfico en 20 centros de educación primaria (realizado en cuatro Comunidades
Autónomas españolas), seleccionados por tener indicadores positivos de implicación de las
familias en los centros. Los resultados muestran que el acceso de las familias, así como la
formación y actitudes de padres y docentes hacia las TIC, condicionan el uso de las nuevas
tecnologías en la comunicación familia-escuela. La investigación evidencia, pues, que no solo se debe mejorar la formación de las familias, sino también la de los docentes, especialmente
para reducir su resistencia a utilizarlas (se requiere, sobre todo, una formación en actitudes).
Technological resources have gradually appeared in schools as potentially useful instruments to better communicate information to families. This communication is essential to improve the relationship between parents and teachers and to increase the involvement of families in their children’s education and participation in schools. In this context, the article aims to identify the factors that negatively influence the communicative use of digital tools as well as to know whether the studies about the integration of ICT as pedagogical resources could be applied to the communicational field between families and schools. Based on an ethnographic study in 20 primary centres (located in Aragón, Cataluña, La Rioja y las Islas Baleares), which were selected for their positive indicators concerning the parental involvement, it was concluded that families’ access as well as training and attitudes of parents and teaching staff influence the degree of ICT use as a means of communication. The research shows that the lack of training in ICT among families is important, but also teachers should be trained, especially to reduce resistance about using digital means of communication. Thus, it is recommended to stimulate accessibility and digital literacy among teachers and families to enhance the use of ICT in order to strengthen parent-school partnership.
Technological resources have gradually appeared in schools as potentially useful instruments to better communicate information to families. This communication is essential to improve the relationship between parents and teachers and to increase the involvement of families in their children’s education and participation in schools. In this context, the article aims to identify the factors that negatively influence the communicative use of digital tools as well as to know whether the studies about the integration of ICT as pedagogical resources could be applied to the communicational field between families and schools. Based on an ethnographic study in 20 primary centres (located in Aragón, Cataluña, La Rioja y las Islas Baleares), which were selected for their positive indicators concerning the parental involvement, it was concluded that families’ access as well as training and attitudes of parents and teaching staff influence the degree of ICT use as a means of communication. The research shows that the lack of training in ICT among families is important, but also teachers should be trained, especially to reduce resistance about using digital means of communication. Thus, it is recommended to stimulate accessibility and digital literacy among teachers and families to enhance the use of ICT in order to strengthen parent-school partnership.
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