מעורבות הורית גרסת המאה ה-21: תלמידים והוריהם במשו"ב – מערכת מקוונת לניהול למידה

The integration of Learning Management System – LMS in education opens
new possibilities for online administration, interaction, and exchange of
pedagogical information among teachers, students, and their parents. This
paper examines the implementation of Mashov ("feedback" in Hebrew)
application during 2007-2009 years in seven large Israeli secondary schools,
which allowed teacher-students and teacher-parents online interactions
through the system. This study measured online interactions among school
staff, students, and their parents as (1) the percentage of data regarding lesson
topics and events entered by teachers into the system, the number of logins
into the system of (2) students (3) mothers, and (4) fathers during each
academic year. Consistent with the approach of implementing changes at
schools by expanding circles of interactions (Fuchs, 1995), log analysis
showed that the amount of data entered by teachers positively affected the
number of student and parent logins. However, we found significant gender
differences in online parent involvement patterns: Compared to fathers,
mothers logged significantly more into the system, showed faster rate of
technology adaption, and benefited more from teacher readiness to share
pedagogical information. Active information sharing by teachers promotes
online interactivity among students and parents. Therefore, including families
in implementing change and encouraging teachers actively share pedagogical
information with students and parents through LMS play an important role in
the successful adoption of new technologies at schools.