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dc.contributor.authorZHAO, YAO
dc.date.accessioned2013-09-30T12:38:52Z
dc.date.available2013-09-30T12:38:52Z
dc.date.issued2013-09-30
dc.identifier.urihttp://hdl.handle.net/10464/5010
dc.description.abstractParent–school relationships contribute significantly to the quality of students’ education. The Internet, in turn, has started to influence individuals’ way social communication and most school boards in Ontario now use the Internet to communicate with parents, which helps build parent–school relationships. This project comprised a conceptual analysis of how the Internet enhances parent–school relationships to support Ontario school board administrators seeking to implement such technology. The study’s literature review identified the links between Web 2.0 technology, parent–school relationships, and effective parent engagement. A conceptual framework of the features of Web 2.0 tools that promote social interaction was developed and used to analyze websites of three Ontario school boards. The analysis revealed that school board websites used static features such as email, newsletters, and announcements for communication and did not provide access to parents for providing feedback through Web 2.0 features such as instant messaging. General recommendations were made so that school board administrators have the opportunity to implement changes in their school community with feasible modifications. Overall, Web 2.0-based technologies such as interactive communication tools and social media hold the most promise for enhancing parent–school relationships because they can help not only overcome barriers of time and distance, but also improve the parents’ desire to be engaged in children’s education experiences.en_US
dc.subjectWeb 2.0 Technology, Parent–School Relationshipsen_US
dc.titleConceptual Analysis of Web 2.0 Technology Use to Enhance Parent–School Relationshipsen_US


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