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dc.contributor.authorWillis, Linda-Dianne
dc.contributor.authorExley, Beryl
dc.date.accessioned2018-09-27T04:08:22Z
dc.date.available2018-09-27T04:08:22Z
dc.date.issued2018
dc.identifier.issn2013-9144
dc.identifier.urihttp://hdl.handle.net/10072/380596
dc.description.abstractUnprecedented changes to family life in the new millennium have left many parents feeling unable to effectively participate in their child’s school-based learning. This article presents research which explored enablers and impediments when using social media as part of an inquiry curriculum to promote parent engagement in student learning in one Australian school. Using collaborative inquiry research, various data were collected from two early-years teachers, their students, and the students’ parents using surveys, a full-day meeting, online weekly meetings, interviews, and the social media digital platform of Seesaw. Rogoff’s three interrelated planes of sociocultural analysis – personal, interpersonal, and community – were used to examine participant interactions and their effects. The agency|structure dialectic provided a conceptual lens to further explain how the social media apparatus of Seesaw enabled learning and teaching. The findings showed that access to forms of language needed to contribute to online social media spaces drew attention to the importance of teachers having at the ready a substantive knowledge of inquiry. Implications for future research are discussed.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherUniversity of Barcelona
dc.publisher.urihttp://revistes.ub.edu/index.php/der/article/view/21702
dc.relation.ispartofpagefrom87
dc.relation.ispartofpageto104
dc.relation.ispartofjournalDigital Education Review
dc.relation.ispartofvolume33
dc.subject.fieldofresearchEducational Technology and Computing
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Development
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130306
dc.subject.fieldofresearchcode130202
dc.subject.fieldofresearchcode1303
dc.titleUsing an online social media space to engage parents in student learning in the early-years: Enablers and impediments
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by-nc-nd/3.0/
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s) 2018. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0) License (http://creativecommons.org/licenses/by-nc-nd/3.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorExley, Beryl E.
gro.griffith.authorWillis, Linda


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