Presentation on theme: "Websites as Instructional Tools A Website Is A Terrible Thing To Waste Carolynn Mortensen."— Presentation transcript:
Websites as Instructional Tools A Website Is A Terrible Thing To Waste Carolynn Mortensen
Problem or Need Background “The research is clear that parents’ involvement in their child’s education improves outcomes in areas such as learning, attendance, behavior, and graduation rates.” (2) “Increased and meaningful communication between home and school enhances parent involvement.” (2) “Parents were asked what type of information or communication they needed to make them feel more in touch and more involved with the school and their child’s learning process. Most responses focused on academics. Participants wanted a better understanding of the grading system, homework assignments and ways to help with homework, and mid-period progress reports or early warnings if their child was having academic difficulties.” (2) “Standard I: Communicating - Communication between home and school is regular, two-way, and meaningful.” (1) “Standard VI: Collaborating with Community - Community resources are used to strengthen schools, families, and student learning.” (1)
Commercialization: Behind The Current Leaning Management Systems (LMS) Companies have developed providing districts classroom websites in a management system that allows for easy creation and access. The growth of these businesses is an indication of the growing acceptance of this medium for teaching and learning.
Process of Development (Barriers) “The first was a concern about privacy and how legal requirements might affect the quality of communication. Second, whether funding could be found to support the increased use of technology was questioned; and finally, cultural differences as well as parents’ familiarity with the Internet were cited as impacting the usefulness of certain methods of communication.” (2) “Parent Capacity to Use Technology for School/Home Communication Of particular concern to parents, principals, and teachers is the parents’ access to and ability to use technology for communication. Principals estimate that 55 percent of parents have access to the Internet. Even with Internet access in the home, many parents have not had the training to use it and to know how to access the school’s information. Some family’s culture and prior level of involvement with the school would make them unlikely to communicate with the school through the Internet. In addition, some parents speak languages other than English. Finally, concern exists that increased communication with families who have Internet access without considerations for those who do not may widen the achievement gap. Any state program/initiative must recognize the cultural and economic differences in the homes across the state and the potential for technology to widen the digital divide rather than close it. In addition, parents of younger children are more likely to want more personal means of communication, whereas parents of older children are generally more interested in monitoring their homework and academic progress for which the Internet might be of more benefit. Finally, the nature of the message will determine the type of communication that is needed. Parents want a more personal communication method, such as a face-to-face meeting, when discussing a serious issue with the teacher; whereas, they appreciate the ability to use the Internet for information such as homework.” (2)
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