|Abstract:||We live in a time, marked by constant progress and increased use of information and communication technology (ICT) in our daily life. We can hardly imagine a life without the use of ICT. Computerisation with its products, like the electronic gradebook, has also interfered with education. The introduction of the electronic gradebook to schools and homes has caused positive and negative changes.
In the theoretical part of the master’s thesis, firstly we present some of the cha-racteristics of education in the family. We then pay attention to the development of the child’s responsibility and independence, and show the importance of the coopera-tion of parents and the school, and its impact on the child’s learning success. We then focus on computerisation, ICT and changes they are causing in the school environment. We focus on the electronic gradebook, its importance, structure, providers and safety. In the thesis, we also emphasize the traps and negative changes, caused by computerisation. This is followed by the presentations of dilemmas, occurring with the use of the electronic gradebook.
In the empirical part of the thesis, we are interested in the perspective of teachers, students and parents on the introduction of the electronic gradebook, if they perceive it as positive or negative. We are more thoroughly interested how teachers, students and parents assess the impact of the electronic gradebook on communication between teachers and parents; on the school success and work of students; on independence and responsibility of students, and on the relationship between parents and students. The results have shown that students, teachers and parents assess the electronic gra-debook as a positive acquisition. The research has also shown that there are some statistically significant differences in perspective on the e-gradebook between teachers in terms of their seniority, between students in terms of their grade, and between parents in terms of the grade of their child.|