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Educational Transformation in the Post-COVID Era: Parent-School Collaboration and School Networking

Educational Transformation in the Post-COVID Era: Parent-School Collaboration and School Networking

Francesca Burriel, Neus Lorenzo
Copyright: © 2022 |Pages: 18
ISBN13: 9781799884057|ISBN10: 1799884058|ISBN13 Softcover: 9781799884064|EISBN13: 9781799884071
DOI: 10.4018/978-1-7998-8405-7.ch011
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MLA

Burriel, Francesca, and Neus Lorenzo. "Educational Transformation in the Post-COVID Era: Parent-School Collaboration and School Networking." Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms, edited by Ashley Courtney-Dattola, IGI Global, 2022, pp. 173-190. https://doi.org/10.4018/978-1-7998-8405-7.ch011

APA

Burriel, F. & Lorenzo, N. (2022). Educational Transformation in the Post-COVID Era: Parent-School Collaboration and School Networking. In A. Courtney-Dattola (Ed.), Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms (pp. 173-190). IGI Global. https://doi.org/10.4018/978-1-7998-8405-7.ch011

Chicago

Burriel, Francesca, and Neus Lorenzo. "Educational Transformation in the Post-COVID Era: Parent-School Collaboration and School Networking." In Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms, edited by Ashley Courtney-Dattola, 173-190. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8405-7.ch011

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Abstract

This chapter provides a window into how the coronavirus pandemic has suddenly transformed instructional classes, family-school communication, and parent-teacher interaction at planetary scale. The authors propose strategies to deal with digital interaction, privacy concerns, and protocol agreements inspired by an ongoing process of digital transformation in local primary schools in Barcelona (Catalonia, Spain), based on inter-level support, teacher networking, and parent-school collaboration. In 2020, some schools started to develop their protocols for digital instruction and communication, but in 2021, they were suddenly forced by the pandemic to tailor them to improve digital family-school interaction, emotional support, and remote educational existence. The authors also provide a theoretical basis from agile education, gamification theory, and inquiring knowledge building or the spiral of inquiry.

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