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Factors That Influence Families' Perception of the Uses of Digital Devices in the School Context

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Title: Factors That Influence Families' Perception of the Uses of Digital Devices in the School Context
Language: English
Authors: Irina Sherezade Castillo Reche (ORCID 0000-0001-7965-1567), Francisco Javier Ibáñez-López (ORCID 0000-0003-2367-7260), Francisco Javier Ballesta Pagán (ORCID 0000-0002-7830-5053)
Source: Digital Education Review. 2026 (48):239-250.
Availability: Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Technology, Technology Uses in Education, Parent Attitudes, Family School Relationship, Family Attitudes, Misconceptions, Foreign Countries, Computer Mediated Communication, Public Schools, Private Schools, Parent Background, Educational Attainment
Geographic Terms: Spain
ISSN: 2013-9144
Abstract: The use of digital devices in the school context opens up possibilities for communication and improved collaboration between families and the educational centre. This research aims to investigate, through a questionnaire administered to a total of 303 parents from different autonomous communities in Spain, the perception of families in relation to the educational use of these devices and as a means of communication and collaboration with the school. The results show that digital devices are used by most families to communicate with the school. Likewise, there is significant misinformation on the part of families regarding how children use these devices in the classroom and the possibilities that families have for the use of this resource at home. Most of the participants consider the use of digital devices to be positive, although it is not clear to them whether it leads to an improvement in the acquisition of learning standards. The family training factor is a key factor for making progress in the effective inclusion of ICT and the development of digital competence in children and their families.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500382
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Irina+Sherezade+Castillo+Reche%22">Irina Sherezade Castillo Reche</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7965-1567">0000-0001-7965-1567</externalLink>)<br /><searchLink fieldCode="AR" term="%22Francisco+Javier+Ibáñez-López%22">Francisco Javier Ibáñez-López</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2367-7260">0000-0003-2367-7260</externalLink>)<br /><searchLink fieldCode="AR" term="%22Francisco+Javier+Ballesta+Pagán%22">Francisco Javier Ballesta Pagán</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7830-5053">0000-0002-7830-5053</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Digital+Education+Review%22"><i>Digital Education Review</i></searchLink>. 2026 (48):239-250.
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  Data: Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
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  Data: The use of digital devices in the school context opens up possibilities for communication and improved collaboration between families and the educational centre. This research aims to investigate, through a questionnaire administered to a total of 303 parents from different autonomous communities in Spain, the perception of families in relation to the educational use of these devices and as a means of communication and collaboration with the school. The results show that digital devices are used by most families to communicate with the school. Likewise, there is significant misinformation on the part of families regarding how children use these devices in the classroom and the possibilities that families have for the use of this resource at home. Most of the participants consider the use of digital devices to be positive, although it is not clear to them whether it leads to an improvement in the acquisition of learning standards. The family training factor is a key factor for making progress in the effective inclusion of ICT and the development of digital competence in children and their families.
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      – SubjectFull: Parent Attitudes
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