Webbportaler i förskolan Pedagogers upplevelser av datormedierad kommunikation med vårdnadshavare

Detta är en Magister-uppsats från IT-universitetet i Göteborg/Tillämpad informationsteknologi

Sammanfattning: Today more and more pre-schools in Sweden have started to implement web portals. The ex-tent of functions of those digital platforms differs and so do possible scopes of use as docu-mentation, organisation, administration and communication.That kind of computer-mediated communication is in the interest of this study. The study’s aim is to get a better understanding for how web portals can be used for communication be-tween pre-school and home. The following research questions have been relevant in this con-text: In which moments and in this case why do educators choose the web portal to communicate with carers?; To which extent do educators regard that the web portal can be a complement to face-to-face communication?; How do educators experience that the use of the web portal has changed the commu-nication between pre-school and home?; To which extent do ethical aspects direct the educators’ choice of the communication channel?The collection of data included three semi-structured interviews with educators who have ex-perience in using web portals in pre-school. Regarding the aim of this study, pre-schools were chosen which use web portals that have a focus on documentation and which allow computer-mediated communication between educators and carers1. The educators’ experiences have been analysed by two theories of computer-mediated communication: Media synchronicity theory (Dennis et al., 2008) and ICT succession theory (Stephens, 2007).Findings show that educators regard web portals as an adequate tool to inform about educa-tional content and organisation, but they regard that web portals come to their limits when a dialogue with a carer is necessary. The respondents consider the roll of the web portal as a complement to other communication channels and they experience that a combined use of these channels has deepened the dialogue with carers. Results show also that ethical aspects are important when educators decide which channel they use to communicate with carers.

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