Abstract
The integration of Learning Management System – LMS in formal education
opens new possibilities for online interactions among teachers, students, and
parents. This paper examines the implementation of Mashov ("feedback" in
Hebrew) application in ten Israeli secondary schools during 2007-2009 years.
Consistent with the Diffusion of Innovations Theory (Rogers, 2003), log
analysis showed a significant increase in interactions among school staff,
measured as (1) the percentage of data regarding lesson topics and events
entered by teachers into the system, (2) the number of messages sent to
colleagues through the intranet, and (3) the number of logins into the system
during each year. Schools that used Mashov family application, which allows
teacher-students and teacher-parents online interactions, significantly
enhanced the amount of interactivity among teachers, compared to schools
that used the system for staff only. The findings suggest that students and
parents are stakeholders, whose active involvement promote interactions and
increase information exchange among teachers. Therefore, including families
in implementing change plays an important role in the successful adoption of
new technologies at schools.
opens new possibilities for online interactions among teachers, students, and
parents. This paper examines the implementation of Mashov ("feedback" in
Hebrew) application in ten Israeli secondary schools during 2007-2009 years.
Consistent with the Diffusion of Innovations Theory (Rogers, 2003), log
analysis showed a significant increase in interactions among school staff,
measured as (1) the percentage of data regarding lesson topics and events
entered by teachers into the system, (2) the number of messages sent to
colleagues through the intranet, and (3) the number of logins into the system
during each year. Schools that used Mashov family application, which allows
teacher-students and teacher-parents online interactions, significantly
enhanced the amount of interactivity among teachers, compared to schools
that used the system for staff only. The findings suggest that students and
parents are stakeholders, whose active involvement promote interactions and
increase information exchange among teachers. Therefore, including families
in implementing change plays an important role in the successful adoption of
new technologies at schools.
| Translated title of the contribution | Implementing Technological Change: : Promoting Online Interactions at Schools through "Mashov" Learning Management System |
|---|---|
| Original language | Hebrew |
| Title of host publication | האדם הלומד בעידן הטכנולוגי: |
| Subtitle of host publication | כנס צ'ייס למחקרי טכנולוגיות למידה |
| Publisher | האוניברסיטה הפתוחה ושה"ם |
| Pages | 24-31 |
| Number of pages | 8 |
| State | Published - 2010 |
IHP publications
- IHP
- Education -- Parent participation
- Information networks
- Learning
- School children
- Schools
- Teachers
- Technological innovations