Study Summary
Review the study key terms to familiarize yourself with important words used throughout this study.
Introduction
An inclusive technology ecosystem includes leadership, design, support, maintenance, and continuous improvement of technology infrastructure that supports the teaching, learning, and assessment of all students. It allows students to have personalized learning experiences and make choices about how they learn. To do this, schools need to have good technology systems in place that support all students.
The Center on Inclusive Technology in Education Systems (CITES) works with schools in the United States to ensure they have the right technology for students and classroom educators. The CITES framework is a guide that helps K-12 districts and schools set up and maintain technology systems.
The purpose of this study is to find out what family members of K-12 students with an IEP or 504 plan think about how district leaders, school leaders, and classroom educators involve them in using technology. Outcomes from this study inform family engagement practices within the CITES framework.
CITES made an early strategic decision to use the categories identified in the National Education Technology Plan (NETP) as a foundation for the CITES Framework. The five framework categories include leadership, infrastructure, teaching, learning, and assessment. Family engagement is a part of each category.
Reflection question: Why do you think it is important for education leaders and classroom educators to include families in technology discussions?
Research Methods
In this study, researchers wanted to hear from adult family members of K-12 students in public schools who have special needs. They followed three steps in their research process.
Step 1: Online Survey
Participants were recruited through nonprofit organizations that serve families of K-12 students with disabilities.
326 family members participated
Survey available in English and Spanish
Questions about how teachers and school leaders involved families in using technology for education
Step 2: Focus Groups
10 family members participated
Focus groups available in English and Spanish
Discussion based on guiding questions about how well teachers and school leaders use feedback from families about using technology that benefits all students.
Step 3: Interpreting combined survey and focus group data
Researchers looked at all the information gathered from the survey and focus groups
Used the information to come up with suggestions for education leaders and educators
For more detailed information about research methods, refer to the Mixed-Methods Methodology page
Reflection question: How do you think including families from diverse backgrounds affects study results?
Results Summary
In the survey, families revealed that 38% of education leaders sought their input on technology goals, and 32% involved them in improving technology. Focus group participants emphasized communication and collaboration, urging leaders to ensure teacher training in educational and assistive technology for all students, including those with disabilities.
Regarding technology infrastructure, 47% of leaders asked families about hardware needs, 45% inquired about learning management systems, and 31% sought input on educational software. Families emphasized the importance of accessible technology and desired involvement in decision-making for technology purchases. Concerns were raised about low-quality technology and accessibility issues.
Concerning assessments, 53% of leaders asked families about making large-scale assessments accessible, and 46% sought family input on using assessment data for systemic decision-making. Families believed that everyone should work together and use assessment data to make positive changes.
In the classroom, 85% of educators asked families about students' strengths and learning preferences, using this information to personalize teaching. Families stressed collaboration, communication, and integrating technology effectively for student needs.
Classroom educators involved families in discussions about technology use for homework and projects (38%), full participation in out-of-school activities (37%), and students' preferred learning outside of school (27%). Families emphasized the importance of supplemental learning opportunities.
Many educators sought input on assessment accessibility (60%) and using assessment data for instructional decisions (56%). Families appreciated educators who collaborated with them and each other to modify instruction based on assessment data.
Reflection questions:
How do you think education leaders including families in the decision-making process influences the fair use and accessibility of technology and large-scale assessments?
How do you think that classroom educators including families in their teaching and assessment practices impacts the outcomes of students' learning?
Conclusion
In this study, family members of K-12 students with special needs from various public schools across the United States shared their opinions and experiences. They participated in an online survey and focus groups to discuss how school leaders and classroom educators collaborate with them to ensure fair and inclusive use of technology. It is important for families to be involved in education to improve learning outcomes for all students. Students with disabilities may face challenges in advocating for themselves, which is why family members play a crucial role as advocates in creating an inclusive learning environment. By involving families and recognizing their unique strengths and perspectives, education leaders and classroom educators can promote equal access to technology for all students within an inclusive technology system.
Note: This study has several limitations in terms of methodologies, the researcher's role, and data collection.
Reflection question: What potential changes in family involvement with technology in education do you think may result from the findings of this study?