Mc kenziew rdp-presentationPresentation Transcript
A Research Proposal mcKenzie Weaver The University of Georgia Teacher Classroom Websites: What content engages parents in student learning? http://techfortress.blogspot.com/2009/01/teacher-websites-required.html
“Let’s put it this way, your Billy is the only kid in the class without his own website…”
Background Information What do we know?
In 1992, there were only 50 pages on the Web (Maddux, 2001). Today, there are over 13,000 individual school websites. Schools are increasing their usage of websites as a primary means of communication with parents.
Why do teachers use classroom websites? Teachers view websites as effective communication tools with parents (Friedman, 2006, p. 4). “Websites have the potential to remove boundaries by introducing parents to the curricula and teacher’s expectations, and by demonstrating to parents what their children learn and achieve” (Lunts, 2003 citing Flores & Karr-Kidwell, 2001).
Typical Content for Classroom Websites Course overview Calendar Teacher info Title Email link Link to school’s website Date updated Visitor counter Ongoing projects & student work samples (Elementary) Unit overviews & assignment checklists (Middle & High) (Holcomb, Castek & Johnson, 2007)
“C’mon dear, it’s not a choice. You have to go to school!” http://www.tsirrell.com/original_media_viewer2.asp?WebsiteID=439&GalleryID=&KW=parents&index=0
Barriers for Parental Engagement
Parents may not become involved because student’s scholastic ability does not warrant it.
Barriers Specific to Parental Engagement with Classroom Websites “Digital Divide”: lack of or slow Internet access Language unknown Non-intuitive website design
Why is this important? “It’s what parents do to support learning in the school and in the home that makes the difference to achievement” (Harris & Goodall, 2008) Lunts (2003) suggests that educators need to know how parents are using technology to better understand how it affects their involvement.
How does parental motivation relate? Lunts (2003) argues that technology can “increase parental motivation to become more engaged in students’ learning and save them resources (financial, emotional, time, etc.) usually required for face-to-face interaction.”
What do we want to know? Purpose of this Study
Specifically: Which content motivates parents to access a teacher’s classroom website? And Does this content promote an increase in frequency of engaged access?
A Qualitative case-study Methodology
A Qualitative Case-Study for a (K-12) Private School
References DeBell, M., & Chapman, C. (2006). Computer and internet use by students in 2003 (NCES 2006-065). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved 3 December 2010 from http://nces.ed.gov/pubs2006/2006065.pdf
Flores, J., & Karr-Kidwell, PJ. (2001). An internet website to enhance communication with school personnel and parents. (ERIC Document Reproduction Service No. ED 449789).
Friedman, Adam. (2006). K-12 teachers’ use of course websites. Journal of Technology and Teacher Education.
Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277-289.
Holcomb, L., Castek, J., and Johnson, P. (2007). Unlocking the potential of K-12 classroom websites to enhance learning. The NERA Journal, 43(1), 36-43. Jones, R. (2001). Involving parents is a whole new game: be sure you win! American School Board Journal, September(188).
Lunts, Ellen. (2003). Motivating parents through class websites. Academic Exchange Quarterly.
Lunts, Ellen. (2003). Parental involvement in children’s education: connecting family and school by using telecommunication technologies. Meridian: A Middle School Computer Technologies Journal, 6(1). Retrieved 3 December 2010 from http://www.ncsu.edu/meridian/win2003/involvement/8.html
Maddux, C. (2001). Solving accessibility and other problems in school and classroom web sites. Rural Special Education Quarterly, 20(4), 11. Retrieved 3 December 2010 from Academic Search Complete database.
Mitchell, S., Foulger, T., and Wetzel, K. (2009). Ten tips for involving families through internet-based communication. Young Children,September(64), 46-49.
Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist. January 55(1), 68-78.
Stevens, S., and Patel, N. (2009). Parent and teacher perceptions of students’ general scholastic abilities: effects on involvement and communication. US-China Education Review, 6(9), 22-31.
Unal, Zafer. (2008). Going the extra step for parental involvement: connecting family and school with the power of teacher websites. Journal of College Teaching & Learning, 5(6), 43-50.
Wang, S. (2001). Motivation: General overview of theories. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 9 September 2010, from http://projects.coe.uga.edu/epltt/