Rationale

Why do we need digital tools to communicate?

Connect parents with daily class activities
Students excitement to share work over digital tools with home
Parents excitement to see inside the classroom
Keeping everyone in the loop - divorce/shift work/work away
Creating a positive communicative space for teacher, student, and parent

Modern technology, and the Internet of things (IoT), has created many devices that put information and communication at our fingertips, including smartphones, tablets, iPads, and smart watches. As a result, most students have had some exposure to technology, especially if that student has grown up in a family unit whose income places it above the low-income cut-off. Students are increasingly being exposed to interactive applications at home and at school and access to basic and more technologically advanced devices is becoming a more common experience for students at a noticeably younger age. In fact, according to Statistics Canada, the digital population as of January 2020, had 35.32 million internet users, of those 29.25 million were mobile internet users, out of a total population of 37.74 million (Clement, 2020). These statistics show that most Canadians have some access to the internet, make use of mobile devices, and that most parents and teachers “are comfortable using digital tools to communicate,” (Laho, p. 117, 2019). These statistics verify that the majority of the population uses a mobile device as a form of communication and would most likely check that device throughout the day. Working parents claim that a hectic schedule is the barrier when getting involved with their child’s school (Harris & Goodall, 2008, Flynn & Nolen, 2008), however, those working parents would still check their mobile device through the day.

Digital portfolio applications designed for elementary classrooms are relatively new, within the last eight years, and have quickly evolved into more user-friendly experiences. This means that the learning curve is not steep and that just about anyone can learn to use them (Soroko, 2016). Goodall (2016), points out that “There’s an urgent need for research, both qualitative and quantitative around the use and efficacy of Technologically based school-home communication” (p. 127). Further research is required to effectively measure the benefits associated with these applications as communication tools that create a positive online space which connects school and home. These digital tools form the online space necessary to promote dialogue between teacher and parent, or two-way communication, that is needed (Laho, 2019). Just as importantly, these tools open communication between parent and child where the greatest benefit to children takes place (Goodall & Montgomery, 2013) in regards to their learning. When teachers create a positive relationship with parents, and parents receive this form of consistent communication, then productive “instructional partnerships” (Goodall & Montgomery, p. 122, 2013) form.

ClassDoJo, SeeSaw, and Freshgrade, when used consistently in elementary classrooms, can connect parents to their children during the school day (Charles, 2019, Ray, 2017, Ryan, 2018, Willis & Exley, 2018). These applications provide parents with the opportunity to access real-time exposure to the child’s learning experience in the school setting (“90% of K-8 Schools”, 2016, Barrett, 2007, Minero, 2017). After personally engaging in all three of these applications in a grade five setting these tools demonstrated how effectively they can connect school and home.

Research Question

Today, there is a need for teachers and students to communicate with parents in an easy, fast, and convenient way (Nisbet & Opp, 2017). The adoption and application of these tools will promote the development of a positive relationship with home through daily communication by using dialogue that engages parents in their students' learning in a convenient way. Creating a positive relationship between teacher and parent is important because families who feel more comfortable and welcome in school environments are more likely to be involved (Galindo & Sheldon, 2012).

Can the use of digital portfolio applications improve the prevalence and quality of communication between teachers, parents and students?

Application Highlights

Resources

Barrett, H. (2007). Researching Electronic Portfolios and Learner Engagement: The Reflect

Initiative. Journal of Adolescent & Adult Literacy, 50(6), 436-449.

Canada: Digital Population 2020

J. Clement - https://www.statista.com/statistics/418219/canada-digital-platform-audience/

Charles, B. (2019). Class Dojo And Student Self-Regulation: An Examination Of Behavior

Patterns And Academic Outcomes. International Journal of Teaching & Education, VII(1).

doi:10.20472/te.2019.7.1.003

Galindo, C., & Sheldon, S. (2012). School and home connections and children's kindergarten

achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27(1), 90-103.

Goodall, J. S. (2016). Technology and school-home communication. International Journal of

Pedagogies & Learning, 11(2), 118-131. doi:http://dx.doi.org.qe2a-proxy.mun.ca/10.1080/22040552.2016.122725

Goodall, J., & Montgomery, C. (2013). Parental involvement to parental engagement: A

continuum. Educational Review, 66, 1–12.

Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning.

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Laho, N. (2019). Enhancing School–Home Communication Through Learning Management

System Adoption: Parent and Teacher Perceptions and Practices. School Community Journal, 29(1), 117-142.

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Communication at a Mixed-Income Middle School. Retrieved from Sophia, the St.

Catherine University repository website: https://sophia.stkate.edu/maed/227

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digital portfolios of treatment materials and student progress. The ASHA Leader, 22(5), The ASHA Leader, 05/2017, Vol.22(5).

Ryan, Alison, (2018)."What Happens When the Seesaw App is Used in a Kindergarten

Classroom?" Masters of Education in Teaching and Learning. 1.

https://digitalcommons.acu.edu/metl/1

Soroko, A. (2016). No Child Left Alone: The ClassDojo App. Our Schools, Our Selves, 25(3),

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Willis, L., & Exley, B. (2018). Using an Online Social Media Space to Engage Parents in Student

Learning in the Early-Years: Enablers and Impediments. Digital Education Review, (33), 87.

90% of K-8 Schools in U.S. Have Joined ClassDojo, Making it Most Used Classroom

Communication App. (2016). PR Newswire, p. PR Newswire, Dec 1, 2016

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