Digital Parent-Teacher Communication: The Effectiveness of Using Technology to Facilitate Parent-Teacher Communication and its Impact on Parent Involvement
Date
2021-04-22
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Abstract
The purpose of this study is to determine the following; parent and teacher perceptions of digital communication, parent/teacher preferences, and how digital communication impacts parent involvement. The sample consisted of three 4th grade teachers and four parents of students in the 4th grade. Subjects came from a local school in Johnson City, Tennessee and participated in interviews via Zoom or in person. Parents were asked to share their experiences with technology and teacher communication, while teachers were asked to share their experiences with technology, parent communication, and parent involvement. Both parents and teachers cited benefits of using technology to communicate with one another. Both parties believed that technology has increased communication between each other and thus increased parent involvement. Teachers believed that technology has increased daily communication, while parents believe that technology has made communication easier. The responses in this study echo the existing data on parent involvement, parent and teacher communication, and the benefits of technology as a method of parent, guardian, and teacher communication.
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Communication, Technology, Parent involvement