Running Head: COMMUNICATION, INVOLVEMENT, AND TECHNOLOGY

Communication, Involvement, and Technology

Mark A. Rodriguez
Lamar University

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Abstract
Within our campuses we need to address the communication gap between teachers and
parents through an increase in parental involvement. It is in the parental involvement that we will
see a major impact on the academics of our students. With the growing number of at-risk
students on our campus, I predict that through effective strategies of communication will allow
for greater parental involvement and a decrease in our at-risk population which include different
factions of the cultural makeup. We must learn about our diverse cultures in our schools. In
learning about the families of our students, we can use this information to create an environment
that is welcoming to all the diverse cultures in our community populations. The attitude of our
campus culture is also important in creating a welcoming community in our school. We must
welcome family members with open arms and give the reassurance that we all have a voice in
the creation of our learning community. Parental involvement is not only measured by the
amount of time a parent spends at the school and its function, but rather by how they interact
with students at home. The goal is to push for communication among teachers and parents in an
environment that is welcoming and puts parents at ease. Once the communication gap is bridged
the success of our students begins to increase along with parental involvement. Furthermore,
integrating technology in education is important for the every learner in the community because
technology allows us an opportunity to make progress toward our learning goals.

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Communication, Involvement, and Technology

Statement of Research Problem
How might the use of effective communication strategies and technological tools within the
learning environment impact parental contact and involvement?
With the growing number of At-risk students, communication is vital. We now need to actively
interact with our parents. This allows parents to know that communication is significant to the
success of our partnership and to the success of their child.
Statement of Importance of the Problem
Bridging the gap between school and home is a difficult task that can be overcome
through strategies that strengthen our learning communities. As I have researched, in order for us
to create and sustain a successful learning community we need to fortify the relationships
between school, family, and community cultures. To do this we need to recognize the benefits of
parental involvement, create a welcoming atmosphere, and implement effective communication
strategies. In doing so, we eliminate a language barriers and alleviate any pressure imposed by
communication. Because communication is a vital part in the success of parental involvement,
we must use research based strategies to breakthrough any barrier it produces.
Summary of Prior Literature
Step One: Communication and Involvement
Based on the statistics of our campus, we have a communication gap between school and
home. Our campus has 8.5% African American, 41.1% White, 49.6% Hispanic, 0.2% Native
American, 0.2 Asian/Pacific Islander. Out of these 67.2% are Economically Disadvantaged,

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41.2% at Risk, 8.3% Limited English Proficient. The communication gap affects everyone and
negatively affects parental involvement. With the growing number of At-risk students,
communication is vital. We now need to actively interact with our parents. This allows parents to
know that communication is significant to the success of our partnership and to the success of
their child. Communication with our parents must be transparent and should not only express the
negative connotations but highlight the positive behaviors of their child. Nonetheless,
communication should always be a two way street in order to be effective.
According to Aten, Mueller, New, and Peschang (1998), the improvement of the school
climate is improved through communication and parent participation. With the implementation
of strategies that increase family involvement, the learning community is more successful. Also,
based on the results of Markstrom (2011) active participation of parents is important to the
success of a student.
Nonetheless, based on the research conducted by Guo (2010) parent-teacher interactions
must go beyond cultural differences to communicate with the parents of our ESL students to
increase parental involvement. In a study by Bailey (2006), research shows that through
specified task and training can increase the parent involvement and increase communication
between school and the home. Furthermore, family involvement positively impacts the learning
of a child at the early childhood level. Specified participation with the head start aged students
benefits the learning community greatly (Hindman & Morrison, 2001). Also, according to Li and
Hung (2012), parent interaction at home was more effective than parental involvement at school.
As a result of these studies, parent/child interactions showed social competence and social
acceptance (McDarwell and Parke, 2009).

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Communication is an area that is in need on our campus. Due to the population in our
district there are language barriers that make communication difficult. This need is impacting
student achievement because it is difficult to express goals for our students with a clear
explanation. This need can be addressed by parents and members of communities by providing
services such as interpreters and by providing information to parents in a way that is easier to
understand. This, in turn, affects parental involvement. Though we have an overwhelming
response to annual events parental involvement is very sparse. There is a great impact on student
achievement because learning is confined to school hours and the lack of parent participation for
each student is a result of a misinterpretation of information. This need can be addressed through
trainings for parents and curriculum nights so parents are aware of how to aid their student at
home.
Research Questions
The purpose of this qualitative research is to implement effective strategies of
communication to allow for greater parental involvement and a decrease in our at-risk population
which include different cultural groups. This research is aimed at addressing the following:
1. What are the views of educational staff, parents, and students about the purpose of
school?
2. How can I increase communication among these groups?
3. Will parental involvement increase in our at-risk population if effective strategies of
communication are implemented?
Method
By May 2017, at least 70% of all students parents and/or family members will participate
in at least one school sponsored academic activity for/with their children. This is to be evaluated

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through parent portal access records, sign in sheets and parent communication forms. By May
2017, the End of Year climate survey will demonstrate a positive and effective change in campus
culture and communications with parents. This is to be measured by survey and informal
interviews. By May 2017, parental involvement will increase through the implementation of
research based strategies for effective communication, educational training, and creation of a
welcoming campus atmosphere. This will be measured through sign-in sheets, surveys, and focus
groups.
Participants
Participants for this study will include teachers, administrators, and parents. The teacher
group will be made of at least one member from each grade level and the every administrator on
the campus will be included within this study. These teachers and administrators will participate
in the surveys, questionnaires, interviews, and a focus group. The parental group will include a
minimum of five families from each grade level. From these five families, one representative
will participate in the surveys, questionnaires, interviews and focus groups.
Instruments
To effectively answer my research questions, I will implement questionnaires, qualitative
interviews, focus groups, and observations. Questionnaires, parent portal access records, sign in
sheets and parent communication forms, and Interview protocol:

Can you think of a particular situation?

When you think of your experience in your childs elementary school, what stands
out in your mind?

Tell me more about that

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Can you think of another time when that happened?

Survey Questions
1. I have opportunities for involvement at the school.
2. As a parent/guardian, I feel welcome and respected at the school.
3. Parents have a voice in school decisions.
4. In general, I am satisfied with the quality of interactions with my school personnel.
5. My child has a close relationship with at least one adult at the school.
6. Overall, I am satisfied with my child's academic progress.
7. The principal keeps the school focused on academic achievement.
8. The principal is knowledgeable about teaching and learning methods.
9. The principal knows my child personally.
10. The principal is well-organized.
11. The principal has excellent communications skills.
12. The principal keeps me informed about school decisions and opportunities to participate.
13. The principal deals with problems and conflicts in a fair manner.
14. The principal is available to parents and willing to listen.
15. The principal makes safety a priority.
16. Overall, what grade would you give to the principal?
17. The teacher keeps my child engaged.
18. The teacher motivates my child to learn.
19. The teacher is knowledgeable about the subject matter.
20. The teacher notices when my child is good at something.
21. The teacher knows whether my child has mastered the topics covered in class.
22. The teacher is sensitive to my child's individual learning style.
23. The teacher is sensitive to my child's emotional needs.
24. The teacher encourages my child to develop his/her potential.
25. The teacher communicates with me well about my child's progress.
26. The teacher deals with student discipline matters fairly.
27. Overall, what grade would you give to the teacher?
Interview Questions
1.

How many children do you have, what ages? How many at this school?

2.

How do you find out what is going on at school?

3.

What are some of the things you do at home to support your childs education?

4.

Do you do anything at the school to support your child or help the school?

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5.

What are some ways that the school or the teacher has tried to involve you in your childs
education at home?

6.

How welcome, how comfortable do you feel at the school?

7.

Do you have any suggestions for how the school could be more comfortable for parents?
Probing Questions
1. Can you think of a particular situation?
2. When you think of your experience in your childs elementary school, what stands out in
your mind?
3. Tell me more about that.
4. Can you think of another time when that happened?
Research Design
In researching this topic we can find ways to bridge the gap between school and home.
This difficult task can be overcome through strategies that strengthen our learning communities.
In order for us to create and sustain a successful learning community we need to fortify the
relationships between school, family, and community cultures. To do this we need to recognize
the benefits of parental involvement, create a welcoming atmosphere, and implement effective
communication strategies. In doing so, we eliminate a language barriers and alleviate any
pressure imposed by communication. The contact we have with parents should be personalized
and expressed in the everyday language of our families so it is not misunderstood. Because
communication is a vital part in the success of parental involvement, we must use research based
strategies to breakthrough any barrier it produces.
Procedure

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Upon the approval of my campus administrations, I will conduct a survey among the
select school staff, parents, and administrators. After I have received all of the data on the survey
I will hold two focus groups which will include school staff in one group and select family
representatives in the other to gain a deeper understanding of the beliefs, thoughts, critiques, and
recommendations on teacher/parent communication and participation.
Data Analysis
To address research questions one, two, and three, I will use an interim analysis as I
compile data from questionnaires, surveys, and observations during my focus groups. Along with
an interim analysis, I will segment and code the open-ended questionnaires along with the
qualitative interview conducted for each group of participants in the study. Since the information
that is provided by the participants will vary and will allow me a deeper understanding of the
attitudes of each group I will look for recurring issues within these responses. I will look for
connections between the attitudes on campus atmosphere, family connectedness, and the quality
of school/family interactions.
Phase Two: Technology
While sifting through the abundant literature available on implementing eportfolios in the
classroom it kept coming to mind as to how I could create a paradigm shift from the traditional
structure of education. As Simon Sinek (2009) simply puts we must know our purpose and work
from the inside out. Why are we doing this? How can eportfolios effectively engage students so
that they may become lifelong learners? After listening to a talk by Seth Godin, he states that the
internet connects us all. This is further supported by the Meeker 2015 Trend summary which
states that connectivity is up dramatically to 84% percent of the population and up to 64% are

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connected via smartphones. Because there is large percentage of connectivity for our students the
interactions between the student and their portfolio outside of the classroom is justifiable. As
according to Jennifer Nichols (2013), digital portfolios have the ability to revolutionize the way
student learn, while encouraging independence, responsibility, and reflection, (p. 2). Through
the increased accessibility outside of the classroom, the learning environment is extended beyond
the confines of the school building.
In reviewing the key findings of the 2015 Student and Faculty Technology Research Studies we see that
technology is part of the lives of our students and each individual involved show a high level of interest in
using mobile devices. While technology is used at very high levels the evidence in the ECAR shows that
technologies are not achieving their full potential, (ECAR, 2015). In order for our students, colleagues,
and stakeholders to buy into the idea of success of an digital portfolio we need to utilize technology as a
tool to ask, explore, and apply. The development of digital portfolios in the classroom benefits students
and enhance their learning experience in many ways. The benefits with eportfolios begin with the ability
for students, parents, and teachers to see the growth and progress over the course of the academic school
year. When every patron involved in the students education is aware of the childs growth, the mastery of
our learning goals become more manageable and not so overwhelming. . If there is a digression in the
students learning we are able to hone in on the issue and adjust our strategies so students continue to
grow in their learning. Eportfolios also allow students to engage is self-reflection and become active
participants in collaborative learning and feedback.
The development of a digital portfolio is defined by Helen Barrett (Brown, 2011) by five steps:
1.
2.
3.
4.
5.

Selection
Collection
Reflection
Direction
Connection

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What progressive education has defined is that the processes of learning must be student-centered that
allows for application, collaboration, self-reliance, and goes against the status quo of the traditional
system. Students will ask, explore, and apply knowledge through precise focused education, (Godin,
2013) that will measure experience. Implementing eportfolios in the learning environment create
opportunities for students to connect their learning with real world applications and present it to a
particular audience such as teachers, colleagues, and future employers. Essentially, this is the experience
to be measured.
For example, the uses of eportfolios create better opportunities for full spectrum learning, (Batson,
2009, p. 1) which includes authentic, experimental, and evidence based learning. The integration of
technology also allows the learning community to extend beyond our classroom. Technology is the
gateway for students and their learning to go global. To further support the shift to deeper learning
approaches, the NMC Horizon Report: 2015 agreed that a long term trend is to engage students and drive
innovation through project and challenge-based learning, (p. 1). This allows students to own their
learning and supports both the assessment of learning and the assessment for learning (Barrett, 2006).
Students become self-reliant and aware of their learning experiences and take control of it.

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References
Aten, Angela; Mueller, Deborah; New, Diane; Peschang, Teresa (1998). Parent involvement: improving
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Bailey, Lora Battle (2006). Interactive homework: a tool for fostering parent-child Interactions and
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Barrett, H. (2006). Using electronic portfolios for classroom assessment. Connected Newsletter. 13(2). 46.
Batson, T. (2009, May 20). Why ePortfolio is the tool of the time and who is enaaeebling it. [ePortfolio].
Retrieved from https://campustechnology.com/Articles/2009/05/20/Why-ePorfolios-is-the-Toolof-the-Time-and-Who-is-Ennaaaeebling-it.aspx?sc_lang=en&p=1
Brown, M. (2011). Electronic portfolios in the K-12 classroom. Retrieved from
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Consortium for School Networking (2015). The NMC horizon report: 2015 K-12 edition. Retrieved
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Guo, Yan (2010). Meetings without Dialogue: A study of ESL parent-teacher interactions at
secondary school parents' nights. School Community Journal, 20(1). 121-140.

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Goding, S. (2013, October 16). Stop stealing dreams. [Video file] Retrieved from
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