Technology Effects on Parent Involvement and Parent-Teacher Relationships: Perspectives and Illustrations from Primary Students

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Education, Schooling

Abstract

Student-teacher-parent partnerships are critical to the academic and social wellbeing of students as more literature reveals the compelling evidence that family involvement in a child’s schooling is linked to positive outcomes in school achievement (Henderson & Mapp, 2002). Parental involvement has many positive links to their child’s academic performance in early childhood (Epstein, 2011; Henderson & Mapp, 2002; Robinson & Harris, 2014) including better grades, test scores, and homework completion, as well as improved school attendance and graduation rates (Barnard, 2004; Henderson & Mapp, 2002; Jeynes, 2005).
Moreover, parents who are involved in their child’s school life can help to mediate the relationship their child has with their classroom teacher, enabling the teacher to have a richer understanding of the child and when parents and teachers develop healthy partnerships, they are in better position to problem solve and support the child in their schooling (Panofsky & Vadeboncoeur, 2012).

With the proliferation of technology and use of blended learning environments (Henderson, 2018), the use of technology (e.g., FreshGrade, email, blogs, other social media platforms) as a primary communication device are seen favourably by parents and teachers. However, the use of technology at the expense of face-to-face interactions can be seen as inadequate and can disrupt school’s actions toward involving parents and facilitating parent-teacher relationships (Clemente, 2002; Trevino, 2012).

As part of a two-year Grounded Theory study that, in part, explored Grade 4 through Grade 6 student’ experiences, patterns of experiences, and testimonials in multi-year classrooms. Grounded Theory is inductively derived based upon the researched phenomenon through a systematic, iterative approach in which the investigator collects rich data through in-depth interviews, participant-observations, and other activities. This is followed by analysis, repeated data collection and further analysis until the point of saturation or data does not reveal new themes (Charmaz, 2003, 2006; Strauss & Corbin, 1990).

This poster will present findings from nearly sixty (60) interviews with thirty (30) students. Results revealed technology use as a high-level concept affecting parent involvement and parent-teacher relationships. This poster will highlight the evidence from student discussions and illustrations that provide insight into the role technology plays in primary grade students’ satisfaction and dissatisfaction of their parent’s level of involvement in their education and how their parents and teachers develop relationships as part of a multi-year classroom. Results from student interviews and illustrations, influences and implications of technology for parent involvement and parent-teacher relationships, as well as future directions will be presented.

Authors

• Matthew Waugh, University of British Columbia (UBC)
  Presenting Author

• Laurie Ford, University of British Columbia
  Non-Presenting Author

• Jennifer D Shapka, University of British Columbia (Vancouver)
  Non-Presenting Author

• Richard A Young, University of British Columbia (UBC)
  Non-Presenting Author