I am Debbie (Litman) Zito, your son or daughter’s Spanish Teacher.
Teacher perceptionlisa debbie++++final[1]
Transcript of Teacher perceptionlisa debbie++++final[1]
Teachers’ Perceptions of Technology-
Based Communication with Parents
Lisa Malsberger & Debbie Dillon
Purpose of the Research
If a teacher believes technology-based
communication with parents will increase a student’s
success. (Does this support higher grades, test
scores, and graduation rates?)
Identify any barriers between teacher-parent through
the use of technology-based communication.
Identify teachers’ opinions regarding technology-
based communication with parents.
Why is this important to research?
A 2005 Harvard Education report indicates that about one-sixth of American teachers leave the profession every year!
According to research by the Center for the Study of Teaching & Policy in 2005, the stress of dealing with difficult parents is one of the top reasons teachers choose to depart.
Among new teachers, communication with parents is the most frequently cited challenge and the area in which they feel least prepared. (2005 MetLife Survey of the
American Teacher)
Technology-Based Communication
Technology-based communication can mean a
class website, a newsletter, e-mail, etc. that can
be used by a teacher, student, and/or parent
The Department of Education reported in 2003
that 99% of public schools had access to the
internet, and 86% of those schools
communicated with parents using technology
Technology-Based Communication
Several studies have shown a positive link
between communication with parents-teachers
and student success
Positive results include: higher grades, test
scores, graduation rates, improved school
attendance, increased motivation and increased
likelihood of going onto college.
(Lewis, 2003)
Background
Derry Township School District
Approximately 3,500 students K-12
5 schools—114 acre campus
Hershey Early Childhood Center
Hershey Primary Elementary
Hershey Intermediary
Hershey Middle School
Hershey High School
Appx 1,200 student grades 9-12
Graduation Rate in 2007-2008 was 96%
95% of graduating seniors pursue post-secondary education
Background
Hershey Area High SchoolHome Access Center
Software was implemented in 2006
Parents of students grades 6-12 can access:
Report Card Grades
Discipline Records
Class Assignment Grades
Attendance
“Other General Student Information”
Access is gained using an individual username and password
Help Desk is available for parents with questions or who need assistance
Online Access
Methodology
Quantitative Method
Online survey tool using Google Docs
Sample Questions:
Do you communicate with the parents of your students using email?
What percentage of parents respond to your online communication
attempts?
Do you see a positive correlation between student progress and
parent communication through technology?
Survey was submitted to the Technology Director,
who then forwarded the survey to the teaching staff
at the Hershey Area High School
Teachers had approximately 2 weeks to respond to
survey
Results
83 teachers at Hershey Area High School
24% of teaching staff responded to the survey
85% of teachers that responded completed the
survey within one week
-20 surveys received from grade 9-12 teachers
Demographics
20%
15%
30%10%
25%
How long have you been teaching?
0-5 years
6-10 years
11-15 years
16-20 years
Over 20 years
15%
35%35%
15%
0% What is your age?
21-30
31-40
41-50
51-60
61-70
55%
45%
What is your gender?
Male
Female
Results
What grade do you teach? What subject do you teach?
9th 8 44%
10th 9 50%
11th 14 78%
12th 14 78%
Other 2 11%
Business 0 0%
English 4 21%
History 4 21%
Math 3 16%
Science 1 5%
Technology 0 0%
Other * 7 37%
*Health/PE, Learning
Support, Reading, Language, School
Counselor
Results
Grade Subject
We could not find a
distinct correlation
between the grades
taught and a difference in
the response to the
questions
There was a correlation between technology-based communication with parents and the subject the teacher teaches.
Health/PE teachers reported using technology-based communication monthly with parents, and also that 0-25% of the time, parents would respond to their attempts
Results
65%
30%
5%
How comfortable are you using computers?
Very Comfortable
Somewhat
Not comfortable at all
5%
85%
10%
Do you teach in a lab setting?
Yes
No
Occasionally
16% of teachers never used computers in
class
Correlation
21%
31%32%
16%
If computers are available, how often do you use them in class?
Daily
Weekly
Monthly
Never
There was a correlation
between how often
computers are used and
the subject taught
1 Health/PE, 1 Math, 1
History teacher never
used computer in class
Every teacher communicated with parents using
online methods at least occasionally
79%
0%21%
Do you communicate with parents using
email?
Yes
No
Occasionally
25%
50%
25%
If you communicate with parents using
online methods, how often do you do so?
Daily
Weekly
Monthly
Results
31
1
15
What percentage of parents respond to
your online communication
attempts?
0-25%
26-50%
51-75%
76-100%
1 Health, 1 learning &
support, & 1 History teacher
reported parents responding
only 0-25%
15 teachers reported 76-100%
of parents respond
65% of teachers talk to parents using other
methods of communication
61% prefer using Phone
61%9%
30%
0%
If yes, what other methods do you prefer
to use to communicate?
Phone
Notes
In Person
Other65%
0%
35%
Do you talk to parents using other methods
besides online communication?
Yes
No
Occasionally
Only 2 teachers said they DON’T prefer
online communication
90% of teachers prefer
online communication! Correlation?
55%
10%
35%
Do you prefer online communication with
parents instead of other methods?
Yes
No
Occasionally
Of that 10%, they were
only somewhat
comfortable using
computers
They were between the
ages of 31-40 and 51-
60 and had over 20
years of teaching
experience
Students who have problems in the
classroom…
70%5%
25%
Do you use online communication with the
parents of students who have problems in the classroom or with
their assignments?
Yes
No
Occasionally
63%
0%
37%
If yes, do you feel it is productive for dealing with these issues of
students?
Yes
No
Occasionally
85% of teachers see a positive correlation
85%
5%
10%
Do you see a positive correlation between student progress and parent communication
through technology?
Yes
No
Not Yet
32%
14%34%
2%7%
11%
What can parents access on your class website?
Grades
Attendance
Assignments
Disciplinary Action
I do not have a class website
Other
95% of teachers say parents aren’t
apprehensive
5%
95%
0%
Do parents seem apprehensive to communicate with you using online methods?
Yes
No
Other
However…
35%
35%
30%
0%
Do you know if any of the following reasons apply to why parents may not be communicating
using online methods?They are busy and/or lack time
They don't feel a responsibility to communicate with you more than they have to (i.e., parent-teacher conferences, a phone call)
Computers aren't available to them or they are not proficient in using them
Other
Percentage of Students who own a home
computer
5%
95%
Based on your own experience, what
percentage of your students own a home
computer?
0-25%
26-50%
51-75%
76-100%
From the U.S. Census
Bureau:
76% of households with
school-aged children
from the ages of 6-17
own a computer (2003)
Findings What we found based on our purpose for this research:
85% of the teachers we surveyed do believe technology-based communication with parents increases a student’s success
The teachers we surveyed said 95% of parents are not apprehensive to communicating using technology-based methods
Barriers with why parents may not respond to attempts include lack of time or busy; not feeling a need to communicate more than they have to; or computers aren’t available or they aren’t proficient in using them
90% of teachers prefer technology-based communication!
Additional Comments from 2 teachers: “Communicating with parents is essential to a student's success, particularly if a
student is struggling. Being able to let parents know what is happening in the classroom via e-mail and my teacher web site has been invaluable. However, I have had to be extremely careful regarding how e-mails are written. I am continually asking myself when I compose an e-mail to a parent if my words are clear or if the message I am sending could be misinterpreted. Since a parent cannot see my nonverbal cues, nor hear the intonation in my voice that I would use if I were speaking on the phone or in person, I must be continually aware of how my words might be interpreted. “ (Female English teacher from the ages of 41-50, with over 20 years teaching experience)
“I like email. It is very efficient. No parent wants to be called out of a meeting for a call from the school. I have a tight schedule during the school day, and I fully expect parents to be just as busy. Email allows me to write when I have time. The parents reply when they have time. Email also allows me to be specific, logical and say things only once. There's nothing so frustrating as an emotional parent who just wants someone to listen when I have quizzes and tests to grade, lessons to prepare, and try to have a life outside the school. Also I can put both positive and negative things about the student or their grades in the same email that might only take 5 minutes to read. If I spend 10 minutes laying out why their child is performing poorly, I may not get a chance to say anything positive before the parents despair.” (Male English teacher from the ages of 31-40, with 0-5 years teaching experience)
Limitations
Communication barriers with contacts
Barriers with first point of contact
Communication barriers with contact at Hershey Area
High School
The communication barriers led to other minor issues, in
that the start of the survey had to be delayed.
Time of year survey was administered
Thanksgiving holiday
Limitations
Unable to have direct access to the teachers at
Hershey Area High School
This meant that if we wished to send any follow up or
reminder emails, we had to go through the technology
director, who then would send them to the teaching staff.
We were unable to make any educated correlations
because of the minimal amount of responses
received.
Recommendations
Survey should be re-administered during a non-holiday season
Perhaps useful to administer the survey at a school district where you have permission to be in direct contact with the teaching staff
Survey multiple schools that offer parents access to student records online
Expand the survey to include demographics regarding the students and class size
Include questions to determine the extent of the relationships that teachers have with parents
In follow up surveys, the researchers should have the ability to communicate in person with teachers or administrators at the school(s) being surveyed
Questions?