期刊名称：International Journal of Education and Development using Information and Communication Technology
电子版ISSN：1814-0556
出版年度：2015
卷号：11
期号：3
页码：65-81
出版社：University of the West Indies
摘要：The aim of this paper is to analyse the attitudes of Estonian primary school teachers and parentsregarding the role of teacher-parent digital communication in socialising the child and in the child’sacademic progress, their communication channel preferences, and related experiences and opinions.The main starting points are Bronfenbrenner’s (1979) ecological systems’ theory and Epstein’s (2011)theory of overlapping spheres of influence. The empirical basis is 12 focus group interviewsconducted in 2012 in six Estonian schools with teachers (n=44) and parents (n=39). The focusgroups indicated the consensus among teachers and parents regarding the necessity of overlappinginterests and spheres of influence of home and school for the development of the child. The researchhighlights differences in channel preferences by types of school and between teachers and parents ofthe same school, indicating the need to find ways to harmonise communication conventions. Inaddition to the opportunities and benefits of written digital interaction, digital channels incur problemsand communication failures (e.g. misunderstandings, digital footprint, and insufficient digitalcompetence).
关键词：digital communication channels; teacher-parent communication; academic progress;socialisation; overlapping spheres of influence
