Closing the Broadband Gap: A Technology-Based Student and Family Engagement Program.
This pilot study explored a technology-based intervention aimed at increasing student and family engagement in school, using a quasi-experimental pretest–posttest design. All fourth- and fifth-grade students participated in a classroom-based one-to-one program; some students also received take-home...
| Publicado en: | Children & Schools Vol. 41; no. 4; pp. 229 - 238 |
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| Autores principales: | , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Oxford University Press / USA
Oct2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=139604739&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 139604739 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15328759 FB3 jtl: Children & Schools issn: 15328759 maglogo: N pubinfo: dt: Oct2019 vid: 41 iid: 4 pid: 622 pub: Oxford University Press / USA artinfo: ui: 139604739 139604739 139604739 10.1093/cs/cdz015 139604739 ppf: 229 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Closing the Broadband Gap: A Technology-Based Student and Family Engagement Program. aug: au: Ball, Annahita Skrzypek, Candra affil: School of Social Work, University at Buffalo, Buffalo, NY, USA sug: subj: Students, Elementary Psychosocial Factors Family Psychosocial Factors Consumer Participation Internet Utilization Schools, Elementary Program Implementation Human Pilot Studies Quasi-Experimental Studies Pretest-Posttest Design Clinical Trials Surveys Support, Psychosocial Empowerment Focus Groups Learning Environment Motivation Semi-Structured Interview Academic Achievement Cognition Emotions Teachers Psychosocial Factors Computers, Portable Utilization Male Female Child Analysis of Variance T-Tests Multivariate Analysis of Variance Post Hoc Analysis Descriptive Statistics Scales Child: 6-12 years Male Female ab: This pilot study explored a technology-based intervention aimed at increasing student and family engagement in school, using a quasi-experimental pretest–posttest design. All fourth- and fifth-grade students participated in a classroom-based one-to-one program; some students also received take-home tablets and broadband access. Student surveys assessed behavioral, cognitive, and affective engagement and academic motivation. Parent surveys assessed perceptions of school support, empowerment in schools, and overall experiences in schools. Teachers participated in a focus group to share their impressions of the program. Results showed that affective engagement and academic motivation decreased for all students, with no differences between the intervention and comparison groups. Parents in the intervention group reported greater perceptions of school support but no significant differences or changes in empowerment or overall school experiences. Students, parents, and teachers all reported positive experiences with the program. Findings point to the ways varying contexts may influence engagement in school. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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