Beyond Behavior Management: Exploring the Role of ClassDojo in Parent-Teacher Relationships
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| Title: | Beyond Behavior Management: Exploring the Role of ClassDojo in Parent-Teacher Relationships |
|---|---|
| Language: | English |
| Authors: | Vincent Cho, Sergio D. Barragán, Sofia Dueñas |
| Source: | School Community Journal. 2025 35(2):113-140. |
| Availability: | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Educational Technology, Classroom Techniques, Parent Teacher Cooperation, Parent School Relationship, Teacher Attitudes, Parent Attitudes, Family Involvement, Parent Student Relationship, Interpersonal Communication, Computer Oriented Programs, Technology Uses in Education, Elementary School Teachers, Middle School Teachers |
| ISSN: | 1059-308X 1059-308X |
| Abstract: | ClassDojo is one of the most widely used educational apps in the U.S. Once traditionally seen as a tool for classroom management, its newer communication features--direct messaging, social media-style posts, and instant translation--raise questions about the app's potential to build relationships between the school and home. This qualitative study draws on interviews with teachers and parents to explore how ClassDojo's features are perceived as supporting involvement, engagement, and building relationships. Guided by media richness theory and family engagement frameworks, our findings show that ClassDojo's communication features can potentially enable rich, personalized, and equitable connections between families and schools. These insights contribute to emerging literature on sociotechnical change in schools and highlight how apps such as ClassDojo can be leveraged to build relational trust, foster meaningful family-school relationships, and offer more equitable dialogue across languages. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489775 |
| Database: | ERIC |
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