Results, Suggestions, and Related Research for Classroom Educators

Teaching with Technology

Related Research and Suggestions for Classroom Educators by Focus Group Theme

1. Communication and collaboration

   • Related Research: 

     • Valerie and Foss-Swanson (2012) found that family message journals and the Electronic Home Note Program (EHNP) can be helpful tools for families to personalize learning. 

     • Educators' regular communication motivates families to engage in other school and class activities because they feel part of the learning community (Valerie & Foss-Swanson, 2012). 

   • Recommendation for Classroom Educators: 

     • Reach out to families before and during the school year using family-preferred communication methods (see the graph below) to learn about student strengths and how they prefer to learn. 

2. Attentiveness to student needs 

   • Related Research:

     • Cosier et al. (2013) mentioned that when teachers open up communication with families, families can share the skills and knowledge that students demonstrate at home. 

   • Recommendation for Classroom Educators: 

     •  Ask families for their ideas and opinions on updating learning materials and lessons based on student strengths.

3. Classroom educator technology use

   • Related Research:

     • Borup et al. (2019) emphasized the importance of collaborating with families to find the best ways to manage online instruction.

   • Recommendation for Classroom Educators: 

     • Ask families for their ideas and opinions on how best to use technology to accommodate student needs during teaching and setting up assistive technology or communication tools to help students participate in learning activities.

Communication Methods: Classroom Educators' Usage vs. Families' Preferences for Interacting with Classroom Educators

Survey results revealed the following demographic differences in communication method preferences for families when communicating with classroom educators:

• Age

  • Family members who are 45-74 years old prefer communicating with classroom educators via email, virtual meetings or conferences, and face-to-face meetings or conferences significantly more than family members who are 18 - 44 years old.

• Gender identity

  • Family members who identify as female prefer communicating with classroom educators via email and a face-to-face meeting or conference significantly more than male or gender fluid family members.

• Transgender identity

  • Family members who identify as not transgender prefer communicating with classroom educators via email and face-to-face meetings or conferences significantly more than family members who identify as transgender.

• Ethnicity

  • Family members who identify as not Hispanic or Latino prefer communicating with classroom educators via email and face-to-face meetings or conferences significantly more than family members who identify as Hispanic or Latino.

• Highest level of education

  • Family members with a bachelor's degree prefer communicating with classroom educators via email significantly more than family members with an associate's degree, high school diplomas, or who are not high school graduates.

  • Family members with some college or an associate's degree or a bachelor's degree prefer communicating with classroom educators via face-to-face meetings or conferences significantly more than family members with high school diplomas or who are not high school graduates.

• Technology proficiency

  • Family members who can create web content or software prefer communicating with classroom educators via email and face-to-face meetings or conferences significantly more than family members who cannot.

  • Family members who are not technology users prefer communicating with classroom educators via phone calls more than family members who are technology users.

• Student eligibility for free or reduced price lunch

  • Family members whose student(s) are not eligible for free or reduced price lunch prefer communicating with classroom educators via email significantly more than family members whose student(s) are eligible.

• Number of students in the family with an IEP or 504 plan

  • Family members with one or two students with an IEP or 504 plan prefer communicating with classroom educators via email and virtual meetings or conferences significantly more than family members with three or more students with an IEP or 504 plan.

Related Research 

• Garcia et al. (2016a) and Natale and Lubniewski (2018) recommended asking families what communication methods they prefer and using different tools to share information. 

• Using family-preferred communication methods, like phone calls and text messages, can have benefits, as observed in Kraft and Dougherty's (2013) study, where it resulted in a lower chance of failure and could motivate students by reinforcing positive behavior and setting achievable goals. 

• Blackstone et al. (2021) recommended that service providers offer training and resources to families through their preferred communication methods, like phone calls, emails, or notes, to help them work with their child using assistive technologies. 

• Considering factors like schedules and family demographics, such as language, is also important in family communication (Garcia et al., 2016b). 

Learning with Technology

Related Research and Suggestions for Classroom Educators by Focus Group Theme

1. Supplemental learning opportunities

   • Related Research: 

     • Craig et al. (2015) found that information about using technology for learning outside of school can help families support their child's skill development at home. 

     • McCarthy et al. (2018) discovered that this information also increases students' interest in what they are learning at school. Additionally, 

     • Michaelson et al. (2015) observed that it helps students apply what they learn in school to real-life tasks at home. 

     • The Harvard Family Research Project (2013) suggests that educators should provide families with various resources that are relevant to their child's needs to enhance their learning and help them understand how to use these resources effectively.

   • Recommendation for Classroom Educators: 

     • Give families technology resources that are helpful for their student's learning at home and in the community, so they can actively take part in their child's education.

Classroom Assessment Accessibility and Accommodations

Related Research and Suggestions for Classroom Educators by Focus Group Theme

1. Inadequate accommodations

   • Related Research: 

     • Larson et al. (2019) suggested that teachers should use assessment accessibility features and allow accommodations during instruction, giving students practice with them before the actual assessment.

   • Recommendation for Classroom Educators: 

     • Give families information on how assessment tools and supports are used in the classroom, so they can help their child practice at home with those tools and supports.

2. Appropriate accommodations provided 

   • Related Research:

     • Michaelson et al. (2015) and Harper et al. (2016) found that when students with disabilities use assistive technology during classroom assessments, they can participate alongside their peers without disabilities. 

     • Griful-Freixenet et al. (2020) emphasized the importance of using Universal Design for Learning (UDL) principles to reduce assessment barriers for all students in the classroom. 

     • Murawski and Ricci (2019) recommend using co-teaching and UDL together to minimize accommodations and modifications needed, making general education content and instruction accessible to all students.

   • Recommendation for Classroom Educators: 

     • Involve families in making decisions about how to adapt assessments for their student's needs. 

Use of Classroom Assessment Data for Decision-Making

Related Research and Suggestions for Classroom Educators by Focus Group Theme

1. Classroom educator collaboration

   • Related Research: 

     • ePortfolios serve as a valuable tool for assessing students' skills and achievements, allowing families to see what their child has accomplished (Clancy & Gardner, 2017). 

     • By sharing classroom assessment data effectively, educators and families can identify learning opportunities in the community and set academic and lifelong learning goals for the student (McWilliams & Patton, 2015). 

     • The Harvard Family Research Project (2013) suggests that sharing student data in meaningful ways on a regular basis strengthens the partnership between families and schools and enhances student learning. 

   • Recommendation for Classroom Educators: 

     • Use data from different learning settings and input from families about how students are learning at home to make decisions about teaching and transitioning to a new grade, class, or school.

References

• Blackstone, S. W., Luo, F., Canchola, J., Wilkinson, K. M., & Roman-Lantzy, C. (2021). Children with Cortical Visual Impairment and complex communication needs: Identifying gaps between needs and current practice. Language, speech, and hearing services in schools, 52(2), 612–629. https://doi.org/10.1044/2020LSHSS-20-00088

• Borup, J., Chambers, C. B., & Stimson, R. (2019). Online teacher and on-site facilitator perceptions of parental engagement at a supplemental virtual high school. The International Review of Research in Open and Distributed Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.4237

• Clancy, M., & Gardner, J. (2017). Using digital portfolios to develop non-traditional domains in special education settings. International Journal of EPortfolio, 7(1), 93–100.

• Cosier, M., Gomez, A., McKee, A., Maghzi, K. S. (2013). Smart phones permitted: How teachers use text messaging to collaborate. Education and Information Technologies, 20(2), 347–358. https://doi.org/10.1007/s10639-013-9288-2

• Craig, A. B., Brown, E. R., Upright, J., & DeRosier, M. E. (2015). Enhancing children’s social emotional functioning through virtual game-based delivery of social skills training. Journal of Child and Family Studies, 25(3), 959–968. https://doi.org/10.1007/s10826-015-0274-8

• Garcia, M. E., Frunzi, K., Dean, C. B., Flores, N., & Miller, K. B. (2016a). Toolkit of Resources for Engaging Families and the Community as Partners in Education: Part 3: Building trusting relationships with families and the community through effective communication (REL 2016– 152). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Pacific. http://ies.ed.gov/ncee/edlabs

• Garcia, M. E., Frunzi, K., Dean, C. B., Flores, N., & Miller, K. B. (2016b). Toolkit of Resources for Engaging Families and the Community as Partners in Education: Part 4: Engaging all in data conversations (REL 2016–153). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Pacific. http://ies.ed.gov/ncee/edlabs

• Griful-Freixenet, J.; Struyven, K.; Vantieghem, W.; Gheyssens, E. (2020) Exploring the interrelationship between universal design for learning (UDL) and differentiated instruction (DI): A systematic review. Education Research Review. 29. https://doi.org/10.1016/j.edurev.2019.100306  

• Harper, K. A., Kurtzworth-Keen, K., & Marable, M. A. (2016). Assistive technology for students with learning disabilities: A glimpse of the Livescribe pen and its impact on homework completion. Education and Information Technologies, 22(5), 2471–2483. https://doi.org/10.1007/s10639-016-9555-0 

• Harvard Family Research Project. (2013). Tips for administrators, teachers, and families: How to share data effectively. Family Involvement Network of Educators (FINE) Newsletter, 6(3). https://archive.globalfrp.org/var/hfrp/storage/fckeditor/File/7-DataSharingTipSheets-HarvardFamilyResearchProject.pdf

• Kraft, M. A., & Dougherty, S. M. (2013). The effect of teacher–family communication on student engagement: Evidence from a randomized field experiment. Journal of Research on Educational Effectiveness, 6(3), 199-222. 

• Larson, E. D., Thurlow, M. L., Lazarus, S. S., & Liu, K. K. (2019). Paradigm shifts in states’ assessment accessibility policies: Addressing challenges in implementation. Journal of Disability Policy Studies, 30(4), 244–252. https://doi.org/10.1177/1044207319848071

• McCarthy, E., Tiu, M., & Li, L. (2018). Learning math with Curious George and The Odd Squad: Transmedia in the classroom. Technology, Knowledge, and Learning, 23(2), 223–246. https://doi.org/10.1007/s10758-018-9361-4

• McWilliams, L. & Patton, C. (2015). How to share data with families. Education Leadership., 73(3). 46-49.

• Michaelson, K. J., Matz, L., & Morgan, D. (2015). Using a new electronic brailler to improve Braille learning at the Florida School for the deaf and blind. Journal of Visual Impairment & Blindness, 109(3), 226–231. https://doi.org/10.1177/0145482x1510900308

• Murawski, W. W., & Ricci, L. A. (2019). UDL and co-teaching: Establishing the perfect union. In W. W. Murawski and K. L. Scott (Eds). What really works with Universal Design for Learning. (pp.141-155). Corwin.

• Natale, K., & Lubniewski, K. (2018). Use of communication and technology among educational professionals and families. International Electronic Journal of Elementary Education, 10(3), 377–384. https://doi.org/10.26822/iejee.2018336196

• Valerie, L. M., & Foss-Swanson, S. (2012). Using family message journals to improve student writing and strengthen the school–home partnership. TEACHING Exceptional Children, 44(3), 40–48. https://doi.org/10.1177/004005991204400305