THE DIGITAL SKILLS OF PARENTS IN THE SCHOOL ENVIRONMENT
THE DIGITAL SKILLS OF PARENTS IN THE SCHOOL ENVIRONMENT

Summary/Abstract: The purpose of this paper is to collect, process and discuss data, literature review and primary information using questionnaires, regarding the reasons for use by the parents of primary education students in order to make use of digital skills, computers and other technological means in home and the school environments. The statistical techniques mentioned in this paper are those of descriptive statistical analysis, the display of averages in relevant questions of the questionnaire and the use of inductive methods in order to verify the verification of the research questions or not. The methods of the aforementioned statistical analysis belong to the statistical program of SPSS No.23 and whose results are shown in the results. The 33.8% of the interviewed parents stated that ICT is used in educational teaching for their children as students, for the production of teaching material to a very large extent, 25.6% to a moderate extent, 18% to a small extent, and the remaining 17.3% to a very large extent, the 36.3% of the interviewed parents stated that ICT is used in educational teaching for their children as students, to search for information via the Internet to a very large extent, 34.8% to a very large extent and 20% to a moderate extent degree and the 29% of the parents interviewed stated that they do not use ICT at all for their children as students, to manage e-mail, 26.7% use it to a small extent for this purpose, 19.8% moderately degree and another the same percentage, to a very large extent. In conclusion, the present study highlighted important aspects of the views held by parents of toddlers about their children's use of ICTs and their contribution to their learning and development. The period of the pandemic seems to have increased the use of digital technologies by young children, while distance education has helped to bring parents closer to their children and form an image of the educational features that digital technologies embody. In the above context, any possible future research could be directed more systematically at issues concerning parental mediation and the parent-teacher relationship regarding the educational utilization of PST by children in preschool and first school education, both at home and in the school’s environment.

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