Online community building in classrooms and schools: Using the internet to extend teachers’ face-to-face community practices

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 Catalo...

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Autores principales:	Julio Meneses, Josep M. Mominó
Formato:	article
Lenguaje:	CA EN ES
Publicado:	Universitat Autònoma de Barcelona 2015
Materias:	Internet social interaction and community involvement teaching and professional practices digital inequality digital literacy Education (General) L7-991
Acceso en línea:	https://doaj.org/article/8205c8855c7440f28d02811e2d6c4668
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id	oai:doaj.org-article:8205c8855c7440f28d02811e2d6c4668
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spelling	oai:doaj.org-article:8205c8855c7440f28d02811e2d6c46682021-12-05T18:04:16ZOnline community building in classrooms and schools: Using the internet to extend teachers’ face-to-face community practices10.5565/rev/educar.7270211-819X2014-8801https://doaj.org/article/8205c8855c7440f28d02811e2d6c46682015-07-01T00:00:00Zhttps://educar.uab.cat/article/view/727https://doaj.org/toc/0211-819Xhttps://doaj.org/toc/2014-8801Using 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. Julio MenesesJosep M. MominóUniversitat Autònoma de BarcelonaarticleInternetsocial interaction and community involvementteaching and professional practicesdigital inequalitydigital literacyEducation (General)L7-991CAENESEducar, Vol 51, Iss 2 (2015)
institution	DOAJ
collection	DOAJ
language	CA EN ES
topic	Internet social interaction and community involvement teaching and professional practices digital inequality digital literacy Education (General) L7-991
spellingShingle	Internet social interaction and community involvement teaching and professional practices digital inequality digital literacy Education (General) L7-991 Julio Meneses Josep M. Mominó Online community building in classrooms and schools: Using the internet to extend teachers’ face-to-face community practices
description	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.
format	article
author	Julio Meneses Josep M. Mominó
author_facet	Julio Meneses Josep M. Mominó
author_sort	Julio Meneses
title	Online community building in classrooms and schools: Using the internet to extend teachers’ face-to-face community practices
title_short	Online community building in classrooms and schools: Using the internet to extend teachers’ face-to-face community practices
title_full	Online community building in classrooms and schools: Using the internet to extend teachers’ face-to-face community practices
title_fullStr	Online community building in classrooms and schools: Using the internet to extend teachers’ face-to-face community practices
title_full_unstemmed	Online community building in classrooms and schools: Using the internet to extend teachers’ face-to-face community practices
title_sort	online community building in classrooms and schools: using the internet to extend teachers’ face-to-face community practices
publisher	Universitat Autònoma de Barcelona
publishDate	2015
url	https://doaj.org/article/8205c8855c7440f28d02811e2d6c4668
work_keys_str_mv	AT juliomeneses onlinecommunitybuildinginclassroomsandschoolsusingtheinternettoextendteachersfacetofacecommunitypractices AT josepmmomino onlinecommunitybuildinginclassroomsandschoolsusingtheinternettoextendteachersfacetofacecommunitypractices
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Online community building in classrooms and schools: Using the internet to extend teachers’ face-to-face community practices

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