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?