Internet Facilitates Parental Involvement in K-12 Schools - PowerPoint PPT Presentation

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Internet Facilitates Parental Involvement in K-12 Schools

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Presenting analysis for those involved in K-12, including parents, tachers, and administrators on the use of Internet to improve performance. – PowerPoint PPT presentation

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Title: Internet Facilitates Parental Involvement in K-12 Schools


1
The Internet and Improved Communication
  • Facilitating Parental Involvement

2
Is the Internet helping parents?
  • Parental involvement improves academic
    performance
  • Pressures on parents are pushing in the wrong
    direction
  • Schools investments in Internet enables changes
  • Home access to the Internet is high and continues
    to increase
  • Schools content owners can now publish on the
    Internet
  • Possible school initiatives to improve parental
    involvement by improving communication using the
    Internet

3
Parental involvement improves academic
performance
  • Student performance, measured by state criteria
    testing, improves
  • When parents are involved
  • in school activities,
  • in homework,
  • in reading, etc.
  • When parents are empowered
  • informed of school issues,
  • helping make school decisions,
  • participating in
  • local voting,
  • boards,
  • committees, etc.
  • (Griffith, 1996)

4
Pressures on parents are pushing in the wrong
direction
  • Factors related to parental involvement
  • family economics,
  • parental education,
  • parental time constraints,
  • a sense of disenfranchisement
  • Pressures on parents
  • 26 of Ohios families are headed by a single
    parent (time and economics)
  • Ohios employment slightly less than national
    average, and likely to lag for the next few years
  • time constraints on dual income parents
  • (Beck, 1999)
  • (Federal Reserve Bank Cleveland, 2005)

5
Schools investments in Internet enables changes
Technology Expendituresby Category (National 2000-2001) Technology Expendituresby Category (National 2000-2001)
Networks 1.2 Billion
Hardware 2.0 Billion
Internet Services 700 Million
Software 500 Million
Service / Support 500 Million
Supplies 200 Million
Peripherals 200 Million
Professional Development 200 Million
Computer Training 100 Million
Other 200 Million
5.8 B
  • Steady spending increases in technology within
    schools 93 through 03
  • Near universal Internet access now available from
    school buildings
  • Near universal access available for teachers,
    staff, and students within schools
  • Such access allows schools to use the Internet in
    new ways to accomplish the teaching mission
  • (Angelo, 2002)

6
Home access to the Internet
  • Home computer ownership surpasses 80 nationally
  • Home Internet access above 70
  • Significant differences in both computer
    ownership and Internet access by
  • Income levels
  • Metropolitan non-metropolitan
  • Age
  • Education level
  • Note Many parents have access to Internet from
    work

Factor Home Internet Access
Household Income lt 30K 50 30-75K 63 gt 75K 87
Metro / Non-Metro Metro 75 Non-Metro 65
Age lt 65 72 65 53
Head of Household Education Level lt High School 18 High School 44 College 83
7
Schools content owners publishing on the
Internet
  • Internet Web sites have evolved past unchanging
    web pages
  • Many schools still using old methods, with a
    webmaster responsible for all pages
  • The people within a school that have content
    can now publish
  • Teachers syllabus, work plan, weekly
    assignments, resources
  • Administrators calendars, events, closings,
    meetings
  • Coaches training schedules, teams, scores
  • Boards, Committees, Boosters, Alum groups,

8
School initiatives
  • Schools are now in a position to effect changes
    in parental involvement and empowerment
  • Improve communication to inform and engage
    parents
  • Internet communication
  • from teachers with parents provides information
    needed to help their children
  • from administrators with parents provides
    information needed to be empowered and engaged in
    the school

9
School initiatives
  • Surveys
  • National, or even State Internet usage data may
    not reflect local conditions
  • If Internet not presently used determine
    appetite in community by surveying home access,
    usefulness, and desire
  • If Internet being used determine which features
    used and not what additional information
    desired, what can be done better. Specifically
    teacher publishing, attendance and grades, school
    issues
  • Review technology readiness
  • Web Server, Web Software, network, training, web
    site, graphics, navigation, help desk and support
    services
  • Buy pieces and manage internally, use a service,
    or combination

10
School initiatives (Continued)
  • In-Service sessions
  • Teacher to teacher sharing sessions - what things
    are being done that work well? what more can be
    tried? review feedback from surveys
  • Training sessions or reviews
  • Build and encourage a culture of communication
    within the community
  • School personnel, parents, taxpayers, etc.

11
School initiatives
  • Communication requires a two-way effort
  • Often have to listen as much as publish
  • Benefits are multiple to parents, to teachers,
    to schools
  • . and to students

12
School Progress Checklist
  • Parents Internet capabilities have been recently
    surveyed
  • School web infrastructure (web server, Internet
    connection, software, training, help desk, web
    site) are all in place and current
  • Regular communication to parents informs them
    about the web site and encourages use
  • Teachers, coaches, administrators, and other
    content owners within the school know about,
    are trained on, and use the web publishing tool
    (s)
  • Grades, attendance, and other grade-book type
    information is available to parents through the
    Internet
  • A Culture of Communication is encouraged within
    the school by the Superintendent, the Treasurer,
    the Boards, Principals, and other staff
  • Regular sharing sessions are conducted which
    allow teachers to share what works, and what
    doesnt
  • Feedback from parents is sought after and
    addressed with both a response and an action if
    appropriate

13
References
  • Angelo, J. M. (2002). K-12 market trends.
    District Administration, 38(4), 16. Retrieved
    February 16, 2005, from Academic Search Premier
    database http//search.epnet.com/login.asp?direct
    truedbaphan6997592
  • Annie E. Casey Foundation. (2004). Kids count
    2004 data book online. Retrieved February 24,
    2005, from http//www.aecf.org/kidscount/databook/
    and http//www.aecf.org/cgi-bin/kc.cgi?actionpro
    fileareaOhio
  • Beck, L. G. (1999). Parental involvement in
    site-based management Lessons from one site.
    International Journal of Leadership in Education,
    2(2), 81-102. Retrieved February 16, 2005, from
    Academic Search Premier database
    http//search.epnet.com/login.asp?directtruedba
    phan3859954
  • Crespin, T. R., Austin, J. T. (2002). Computer
    technology applications in industrial and
    organizational psychology. CyberPsychology
    Behavior, 5, 279-293. Retrieved February 16,
    2005, from Academic Search Premier database
    http//search.epnet.com/login.asp?directtruedba
    phan7303526

14
References
  • Federal Reserve Bank of Cleveland. (2005).
    Economic trends. Research Department of the
    Federal Reserve Bank of Cleveland. (ISSN
    0748-2922). Retrieved February 23, 2005, from
    http//www.clevelandfed.org/Research/ET2005/0205/t
    rends.pdf
  • Griffith, J. (1996). Relation of parental
    involvement, empowerment, and school traits to
    academic performance. Journal of Educational
    Research, 90(1), 33-42. Retrieved February 16,
    2005, from Academic Search Premier database
    http//search.epnet.com/login.aspx?directtruedb
    aphan9611251616
  • Mills, B. F., Whitacre, B. E. (2003).
    Understanding the non-metropolitan-metropolitan
    digital divide. Growth Change, 34, 219-244.
    Retrieved February 16, 2005, from Academic Search
    Premier database http//search.epnet.com/login.as
    p?directtruedbaphan10531631

15
References
  • Woodard, E. H., Gridina, N. (2000). Media in the
    home (Survey Series No. 7). The Annenberg Public
    Policy Center of the University of Pennsylvania.
    Retrieved February 24, 2005, fromhttp//www.annen
    bergpublicpolicycenter.org/05_media_developing_chi
    ld/mediasurvey/survey7.pdf
  • Quang, D. T., Lee, S., Khoi, S. (1996). Ethnic
    and gender differences in parental expectations
    and life stress. Child Adolescent Social Work
    Journal, 13, 515-526. Retrieved February 16,
    2005, from Academic Search Premier database
    http//search.epnet.com/login.asp?directtruedba
    phan9706245167
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