will not go into the merits of possible difficulties "technology" due to report cards on the Internet due to a not yet complete literacy Italian families, but I dwell on another type of issues
First communicative and relational problems of school-family. Currently, communication and relationship between school and family is definitely insufficient, incomplete not to mention often problematic. If the report online that can help improve communication and relationship considering it a moment of acknowledgment "bureaucratic and virtual" followed by an immediate and subsequent acknowledgment and real relationship between school and family well-being. If, however, risks becoming a "fast information" to be updated on the school, more and more comfortable for parents ultraimpegnati, could be an additional factor of loosening between school and family.
The other problem is related to communication and relationship between student and family. A possible risk of online report card could come from better skills web and computer technology by students. The latter in the face of unsatisfactory academic performance, could not differ more than the vision of the best times to report, could be tempted by the possible "tampering" of the report cards online. And instead the report online, like the traditional one, is to become when you ask students to try to understand what happened to him, beyond the obvious answer to blame the teachers. You should ask the student to dig deeper, to really try to understand by looking within themselves, about whether, in his head, his heart in his body to look everywhere. And try to pull their resources to reverse the subsequent evaluation report.
Finally, any reform of the report cards must be placed in a broader context of school-family interchange, also differentiated by the degree of education (primary, secondary).
Dr. Rosalia Cipollina
First communicative and relational problems of school-family. Currently, communication and relationship between school and family is definitely insufficient, incomplete not to mention often problematic. If the report online that can help improve communication and relationship considering it a moment of acknowledgment "bureaucratic and virtual" followed by an immediate and subsequent acknowledgment and real relationship between school and family well-being. If, however, risks becoming a "fast information" to be updated on the school, more and more comfortable for parents ultraimpegnati, could be an additional factor of loosening between school and family.
The other problem is related to communication and relationship between student and family. A possible risk of online report card could come from better skills web and computer technology by students. The latter in the face of unsatisfactory academic performance, could not differ more than the vision of the best times to report, could be tempted by the possible "tampering" of the report cards online. And instead the report online, like the traditional one, is to become when you ask students to try to understand what happened to him, beyond the obvious answer to blame the teachers. You should ask the student to dig deeper, to really try to understand by looking within themselves, about whether, in his head, his heart in his body to look everywhere. And try to pull their resources to reverse the subsequent evaluation report.
Finally, any reform of the report cards must be placed in a broader context of school-family interchange, also differentiated by the degree of education (primary, secondary).
Dr. Rosalia Cipollina
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