Bauch (2000), Blanchard
(1998) and McAfee (1997) as well as others researchers and practitioners
stress that schools have to turn to electronic telecommunication to
establish the family-school connection because few other options are
available. Bauch (2000) believes that electronic technology essentially
changes the traditional views on reaching out to families, and that
these revolutionary changes are underway. Datta & de Kanter (1998)
report that fewer than 25% of parents reported their schools using higher
technology means of communication, such as web sites or cable TV. However,
telecommunication technology becomes more affordable each year, and
therefore the percentage of schools using telecommunication technology
is steadily increasing. Thus, schools are not only able to utilize telecommunication
technology, but are also able to choose what type of technology better
meets their and families' needs.
2. Using electronic
communication technologies to support PI
2.1 Electronic communication
as a strategy for establishing family-school connections
The National Opinion Research
at the University of Chicago reports that fewer than 25% of parents
reported that their child's schools used high technology means of communication.
More specifically, about 11% of parents reported that their child's
school uses e-mail, 12% of parents reported web sites, 21% of parents
mention news about cable TV communication and 23% spoke of voice messaging
systems (Datta & de Kanter, 1998; Otterbourg, 1998). Thus, in 1997
telecommunication technology was not frequently used to reach out to
families even though 74% of schools reported using advanced telecommunications
in the fall 96 survey of Advance Telecommunications in U.S. Public Elementary
and Secondary Schools (Blanchard, 1998).
What advantages does telecommunication
technology have to promote family-school interactions? Unfortunately,
not too much research has been done in this area. All existing literature
points out that "schools, through technology resources and telecommunication,
can make that [parental] involvement more informed, immediate, and meaningful"
(McNabb, Valdez, Nowakowski & Hawkes, 1999, p. 3). Bauch (1989)
also emphasizes that communication technologies give parents the opportunity
to be better informed about their child's schooling, when traditional
means of communication between schools and homes leave parents less
informed.
The literature on using telecommunication
technology to support PI is very lean (Dunman, 1998). The three more
thoroughly described types of phone-based technologies supporting communication
between schools and homes are:
A. Hot lines and helplines.
These dial-up systems provide
help with homework through teachers and trained volunteers. Children
and their parents can call these lines to be consulted about specific
assignments. In other instances, these systems offer prerecorded messages
or connect with volunteers trained to answer a particular spectrum
of questions, not necessarily those that students and parents are
concerned about. Unfortunately, when lines are busy, not everyone
gets timely help.
B. Automated calling systems.
These systems can be programmed
to call all parents or particular groups of parents between set hours.
Hard-to-reach parents are often reached by such systems. However,
if parents want to respond to the teacher, they need to call back.
Both automated calling systems and hot lines are often able to support
only one-way communication: either school-to-family or family-to-school.
C. Voice mail and voice
messaging systems (VMS).
This system combines the
functions of hotlines and automated calling systems. The Transparent
model thoroughly described by Bauch (1989; n.d.; 1997) can be an example
of advanced VMS. The Transparent model project started in 1987 by
the Betty Phillips Center for Parenthood Education of Peabody College
in Vanderbilt University. Each teacher receives an answer machine
or electronic mailbox, which they can use in the classroom and at
home. They prepare a short 1-3 minute message in which they briefly
summarize what children learned at school that day, inform about assigned
homework, and how parents can help the children in their study. In
addition, VMS uses a special program that can automatically dial all
parents or some groups of parents at a time set by a teacher. In addition,
a VMS server has a capacity to record messages parents leave in response
to the calls they receive.
Figure 2
Image provided
by the author
- a) Among the advantages
of this system is that parents can call at any time during the day
and at night. The system informs not only parents about school news
and their child's assignments, but students can also call to the system.
Students who miss class or those who lose their assignment sheets
no longer have an excuse not to complete their homework on time. Besides
informing parents and students about class activities and homework,
some schools use VMS to inform parents about emergencies and school
closures. This type of technology can also support access to student
grades, information about cafeteria menus, give the option to check
the due day for library books and renew them over the phone (Bauch,
2000). The system can also remind teachers to attend a workshop or
PTSA. Some teachers use VMS as an element of instruction. For example,
Bauch (2000) reports on a foreign language teacher who recorded some
test questions in that language, which students had to listen to and
record their responses. Also, if a teacher knows somebody who can
record a message in the language spoken in student's home, ESL parents
can also become a part of the family-school connection. Teachers who
otherwise complain that they are overwhelmed and that working with
parents is time consuming, find that a VMS allows them to invest no
more than 15 minutes per day to prepare and record messages. As Bauch
(1998) demonstrates, the process of recording and retrieving messages
is very simple for both teachers and parents.
- b) Because VMS
are easy to operate, and because telephones are available in at least
94% of households, four to five thousand schools nationwide use the
capabilities of VMS, and several more thousand schools pilot VMS (Bauch,
1997). Many studies were done to investigate the effectiveness of
VMS. Bauch (2000) emphasizes that schools that apply VMS have on average
a 500-800% increase of interactions between teachers and parents.
Moreover, about 50% of families call to school every single day during
the school year. Bauch (n.d.) and McAfee (1997) also report that VMS
have been found effective even for those categories of parents who
have never visited their child's teacher. Thus, among the advantages
of VMS is that they are able to provide almost universal (available
to most families) and frequent communication between schools and families,
two ideal qualities of family-school connection (Bauch, n.d.).
