EDL 677 Discussion: Field experiences that have had significant positive impact on your growth as a technology leader--Post Two

The Technique of Technological Integration to Communicate with Stakeholders

By Merissa Thornton

CoSN Framework field experience 7B actually connects to the previous experiences from blog post one, 4C. Framework 7B entails using various communication tools and techniques. This is also the topic of Chapter 8 Digital Leadership. Sheninger opens the chapter stating that, “Just as teachers differentiate for a variety of learning styles in the classroom, it is important for schools to differentiate their communication efforts if we want true stakeholder partnerships between home, school, and the greater community (Sheninger, 159). I do agree that in this day and age, it is necessary to use various modes to connect with families and improve student academic outcomes. Apps, newsletters, weekly folders, letters home, emails, PowerSchool, Google Classroom, face-time apps, and texts are the various ways my students’ parents/stakeholders can communicate with me.

Insight

As mentioned in the previous blog post, I use Bloomz and it was proven to be very beneficial to keeping both the parents and myself informed. Many parents share the video tutorials and links with their child when I send them through the app. Some parents struggle or do not recall how to complete the math that we cover. Printed newsletters and weekly folders are traditional ways to communicate and can be very effective when teachers are consistent with the days they are sent home. Depending on the date of the content, our newsletter will be sent home on a Monday or Wednesday, with weekly folders. Weekly folders are the notes, letters, and graded papers that parents need to see as well as a visual of the student’s weekly conduct grade. Parent signatures are required and it can be used as a form of documentation if needed for conference or other purposes. Letters home are categorized with folders and newsletters.

Emails, PowerSchool, Google Classroom, face-time apps, and texts are the quickest forms of communication that I use. A bonus of these tools is that there is a record of communication. Emails are great because they are accessible via phone and computer. PowerSchool allows parents to check grades and documents when parents have accessed their child’s grades. This gives parents current informed data and the teacher evidence of parental infoming. Students’ work in Google Classroom can be made accessible to parents via email/link invitation. Face-time apps or platforms like Zoom allow for remote and flexible meetings and student collaborations. Lastly, text messages are a go to favorite with some limits. Some things may not be discussed via text, but parent notifications, bus changes, test dates, links, photos, and so on, can make texting one of the primary tools for communication. 

Reflection and Analysis

I did not realize how the technique of technological integration used to connect with parents was so apparent. Because it can be considered the norm, tech integration is almost like breathing. Chappel and Ratliffe mention that,  “Scholars have found that while face-to-face communication can be critical when relaying personal, sensitive information (Kupritz & Cowell, 2011), both online and face-to-face communication have advantages and disadvantages (Qiu & McDougall, 2013) (Chappel and Ratliffe, 2021). Knowing this, I utilize discretion and wisdom in my interactions. For example, I try to meet with each parent at least once per year, make positive phone calls or texts, call if there are issues, and contact via other platforms as needed. Marsha Fabian-Griffith mentions that her findings were that the quality of communication, primarily frequency and transparency, had the greatest impact the research did not bear out one specific method, but did indicate that having one designated point person worked out most effectively for both the caregiver and school (Fabian-Griffith, 2021). In other words, communication works for all parties if the communication is effective, frequent, and honest. I have attained the support of many parents who understand that I value their child and care about their learning, do not waste their time, and am honest about the child’s behavior, achievement, and how we can work together to move forward. 

An informal analysis of technological integration has proven to create positive stakeholder relationships. An example within the past month saw a 60 point improvement on a math test of a student. I had been working with a student in small group and independently for weeks and their assessment scores were low and retest scores were just enough to pass. Once I communicated to mom that the student was receiving multi-tiered support and still not doing well, the parent took responsibility. I shared resources, sent practice work home, and helped the student get organized. The student’s first math score this nine weeks jumped from a 29 first summative assessment to an 85 retest score. The student then proceeded to make a C on the second assessment without requiring reteaching or retesting. This was initiated through text. 

Conclusion

There is no argument regarding the positive impact of the integration of technology and tech tools in communication and academic gains. Being able to communicate with students and parents via technology has made things easier and can often connect with various types of learners. The ability to see some, send an audiobyte, view a tutorial, see real-time test scores and answers, share documents for feedback, and accommodate various learning styles through technology is a win-win. Hands down, if utilized correctly, technological integration is something that I choose not to do without. 

References

Chappel, J. & Ratliffe, K. (2021). Factors impacting positive school-home 

communication: a multiple case study of family-school partnership practices in 

eight elementary schools in hawai’i. School Community Journal, 2021, Vol. 31, No. 2.

CoSN. (2023). Frameworks of essential skills. CoSN,    

https://www.cosn.org/careers-certification/framework-of-essential-skills/

Fabian-Griffith, M. (2021). School to home communication for the immunocompromised 

student. A Dissertation Submitted to the Faculty of  Immaculata University. https://library.immaculata.edu/Dissertation/digitalB/Doc908FabianGriffithM2021.pdf

Sheninger, Eric C. (2019) Digital Leadership. SAGE Publications. Kindle Edition.