The ClassDojo App is free to download and thus encourages parents’ accessibility and participation with the application’s features; though the app does possess technological requirements for the app’s functioning. ClassDojo operates on a variety of contemporary devises, including: computers; laptops; tablets; smartphones; and almost any device that has an internet browser. Therefore, parents or guardians are expected to have internet access in order to engage with ClassDojo and their child’s online feedback – this highlights that educational technologies such as ClassDojo pressurises parents and guardians to subscribe to modern technologies, which additionally adds financial pressures to families. How has parental feedback changed? Social media and interactive technology have been praised for their quick and efficient usages in communication (Uddin, 2017). ClassDojo (2019) supports this hypothesis, embedding a ‘direct messaging’ feature between teachers and parents within the application, this is believed to accommodate quick and clear communication between practitioners and parents. Despite this, Hughes and Read (2012, p. 15) argue, the nature of technological communication is often misinterpreted, as the volume of information sent from one party to another may deviate from existing issues. Whilst it is fair to assume that fast communication is preferable for many parents, technological communication is prone to errors and inaccuracy of information – therefore, parental feedback can be misinterpreted or misrepresented when communicated via technological platform, such as the ClassDojo’s direct messaging feature. Mariconda (2003, p. 8) argues, interactive technologies avoid interpersonal communication, and thus practitioners disregard traditional communication strategies, such as direct conversation, which is believed to enhance teacher pupil relationships.
Parental Feedback
ClassDojo offers practitioners opportunities to share feedback with parents via direct messaging, children’s daily reports, and via the ‘class story’ feature. Parents who opt to join the ClassDojo community are able to access and track points which their child has acquired (ClassDojo, 2019). Therefore, educational technologies such as the ClassDojo app behaves a surveillance tool for parents, as they are invited to inspect their child’s behaviour and progress. “Class Dojo can be understood as yet another data-gathering surveillance technology that is contributing to a culture of surveillance that has become normalised in schools” (Manolev, 2019).
The significance of parental feedback is established in Parent-Teacher Relationships.
The ClassDojo App is free to download and thus encourages parents’ accessibility and participation with the application’s features; though the app does possess technological requirements for the app’s functioning. ClassDojo operates on a variety of contemporary devises, including: computers; laptops; tablets; smartphones; and almost any device that has an internet browser. Therefore, parents or guardians are expected to have internet access in order to engage with ClassDojo and their child’s online feedback – this highlights that educational technologies such as ClassDojo pressurises parents and guardians to subscribe to modern technologies, which additionally adds financial pressures to families. How has parental feedback changed? Social media and interactive technology have been praised for their quick and efficient usages in communication (Uddin, 2017). ClassDojo (2019) supports this hypothesis, embedding a ‘direct messaging’ feature between teachers and parents within the application, this is believed to accommodate quick and clear communication between practitioners and parents. Despite this, Hughes and Read (2012, p. 15) argue, the nature of technological communication is often misinterpreted, as the volume of information sent from one party to another may deviate from existing issues. Whilst it is fair to assume that fast communication is preferable for many parents, technological communication is prone to errors and inaccuracy of information – therefore, parental feedback can be misinterpreted or misrepresented when communicated via technological platform, such as the ClassDojo’s direct messaging feature. Mariconda (2003, p. 8) argues, interactive technologies avoid interpersonal communication, and thus practitioners disregard traditional communication strategies, such as direct conversation, which is believed to enhance teacher pupil relationships.
The ClassDojo App is free to download and thus encourages parents’ accessibility and participation with the application’s features; though the app does possess technological requirements for the app’s functioning. ClassDojo operates on a variety of contemporary devises, including: computers; laptops; tablets; smartphones; and almost any device that has an internet browser. Therefore, parents or guardians are expected to have internet access in order to engage with ClassDojo and their child’s online feedback – this highlights that educational technologies such as ClassDojo pressurises parents and guardians to subscribe to modern technologies, which additionally adds financial pressures to families. How has parental feedback changed? Social media and interactive technology have been praised for their quick and efficient usages in communication (Uddin, 2017). ClassDojo (2019) supports this hypothesis, embedding a ‘direct messaging’ feature between teachers and parents within the application, this is believed to accommodate quick and clear communication between practitioners and parents. Despite this, Hughes and Read (2012, p. 15) argue, the nature of technological communication is often misinterpreted, as the volume of information sent from one party to another may deviate from existing issues. Whilst it is fair to assume that fast communication is preferable for many parents, technological communication is prone to errors and inaccuracy of information – therefore, parental feedback can be misinterpreted or misrepresented when communicated via technological platform, such as the ClassDojo’s direct messaging feature. Mariconda (2003, p. 8) argues, interactive technologies avoid interpersonal communication, and thus practitioners disregard traditional communication strategies, such as direct conversation, which is believed to enhance teacher pupil relationships.
ClassDojo 