Please use this identifier to cite or link to this item: http://hdl.handle.net/10609/93674
Title: El desarrollo comunitario en línea en las aulas y escuelas: El uso de internet por parte del profesorado como extensión de las prácticas comunitarias no mediadas por la tecnología
Author: Meneses, Julio
Mominó de la Iglesia, Josep Maria
Keywords: Internet
social interaction and community involvement
teaching and professional practices
digital inequality
digital literacy
Issue Date: 1-Feb-2015
Publisher: Educar
Citation: Meneses, J. & Mominó de la Iglesia, J.M. (2015). El desarrollo comunitario en línea en las aulas y escuelas: El uso de internet por parte del profesorado como extensión de las prácticas comunitarias no mediadas por la tecnología. Educar, 51(2), 1-24. doi: 10.5565/rev/educar.727
Also see: https://www.raco.cat/index.php/Educar/article/download/295242/383888
Abstract: Using a digital inequality approach, this study analyses the introduction of the internet into teachers' daily activity in order to support and enhance community building in classrooms and schools. From a representative sample of 350 schools offering compulsory and postcompulsory education in Catalonia (Spain), 2.163 teachers were surveyed. After controlling for school and socio-demographic characteristics, a hierarchical multiple regression analysis was conducted to assess the effects of face-to-face community building and digital literacy. The article analyses their main and interaction effects and discusses the implications of the observed patterns in relation to the introduction of the internet in order to extend and reinforce teachers' face-to-face teaching and professional practices. Going beyond the technological promise, our findings suggest the opportunity to encourage agreement between teachers, school administrators, and policy makers on the importance of a community approach that recognises the value of communication and collaboration as a successful means of addressing the educational challenges of schooling.
Language: English
URI: http://hdl.handle.net/10609/93674
ISSN: 2014-8801MIAR

0211-819XMIAR
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