Family-School Cooperation on Online Safety Mediation: A Case Study
Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
An embedded single-case study with a survey on a sub-unit level was carried out in the only pro-gymnasium in one of the southwestern districts in Moscow. At the time of children’s well-being in physical dimension being linked to their well-being in an online one, online safety issue was revealed to be non-included in family-school cooperation in an educational institution that, unlike regular elementary schools, claimed to put a more significant emphasis on assisting parents with facilitation of children’s well-being. Stimulation of inclusion of online safety issue in that cooperation as an acknowledged influential factor would allow this pro-gymnasium to live up to its standards with relevance to trends in children’s development in technology-saturated society. The research also pioneered in exploration of such cooperation, along with the involved parties’ attitudes that facilitate its sustainability and productiveness. The findings as well as the methodology of this research could be used by researchers or individual educators in Russia or other countries as a theoretical basis for much needed further exploration of this vastly underexplored research area. To be more specific, this research sought to explore not only parents’ experiences, attitudes and concerns regarding mediation of children’s online safety, but also parents’ and teachers’ attitudes towards cooperation on that mediation and the current state of such cooperation in the context of this particular pro-gymnasium. The findings of the survey revealed that the parents rationally acknowledged importance of the Internet for children’s development, although they were rather concerned about its underlying risks. On the other hand, the revealed reliance of parents on verbal restrictions and passive monitoring of children’s Internet use as well as their disregard for education of children about norms of safe Internet use were rather worrying. Furthermore, the parents expressed willingness to receive online safety assistance from teachers and their confidence in teachers’ technical competence was at least one of the factors that shaped that willingness. The teachers, on the other hand, were hesitant to express willingness to provide such assistance, regardless of their self-perceived technical competence but rather due to the assumption of parents’ technological self-efficacy. Considering the revealed shortcomings in parental mediation efforts and the explicitly expressed willingness to receive assistance, the teachers’ assumption about parents’ technological self-efficacy was rather an invalid justification for non-provision of assistance and contradicted parents’ actual needs. Furthermore, irregularity in online safety assistance provision to parents was revealed along with a flagrant disregard for parents’ preferred way of such provision (i.e. email) in favour of a notably less preferred one (i.e. teacher-parents meetings) and the parents’ overall lack of satisfaction with the current state of such family-school cooperation. Those revelations together with the parents’ explicitly expressed willingness to receive such assistance and notable shortcomings in current parental online safety mediation efforts outline an evident need to reconsider the current state of such family-school cooperation in this pro-gymnasium with the purpose of its adaptation to parents’ actual needs.
Place, publisher, year, edition, pages
2016. , 99 p.
Social Behaviour Law, family-school cooperation, online risks, online safety mediation
Samhälls-, beteendevetenskap, juridik
IdentifiersURN: urn:nbn:se:ltu:diva-55608Local ID: c7412eab-7dba-4c07-a85c-6b8febc18042OAI: oai:DiVA.org:ltu-55608DiVA: diva2:1028992
Subject / course
Student thesis, at least 30 credits
Information Security, master's level
Validerat; 20160628 (global_studentproject_submitter)2016-10-042016-10-04Bibliographically approved