Among other advantages of
the web site technology is that it can incorporate "mailto"
forms, web boards and guestbooks (El-Tigi & Branch, 1997; Ivers
& Barron, 1999). For example, "mailto" forms can serve
to survey parents, simplify required paperwork to become a volunteer,
etc. Most importantly, web boards can promote two-way family-school
connections. Guestbooks can also be useful for supporting communication
between parents, teachers and school administration because they allow
everyone to raise a question, express concern, give advice, and so forth.
In fact, "mailto" forms, web boards and guestbooks are advance
elements of web site design that are termed interactive [1].
Figure 5
Image provided
by the author, the designer of the site:
http://www.geocities.com/mathandcomp/parents_math.htm
Thus, web site technology
incorporates most of the functions of VMS: it can deliver written, voice,
static picture and video messages to all or some parents, inform about
homework assignments and strategies that need to be applied, and even
provide access to a student grade book. However, web site technology
is more comprehensive than VMS because web site technology is multimedia,
and VMS is a single-media (just sound) technology. Therefore, web technology
has much more potential to establish better family-school interactions.
While Internet technology is very appealing to use to support family-school
interactions, there are some barriers that slow-down its integration
in schools and homes.
Conclusion: The future
of PI, web technology and other telecommunication technologies
This essay has provided a
rationale for using telecommunication technology, and particularly web
based technology, to establish continuous, inclusive, two-way communications
between families and schools. In particular, this essay focused on examining
the potentials of web site technology. If district, school or classroom
web sites have their content and design thoughtfully planned, they are
able to attract parents and engage them in communicating with the schools.
Traditional approaches, as well as communications technologies, all
have their specific weaknesses and strengths that need to be considered
by each school. However, the main point is that neither of the approaches
should be regarded as the only approach that should be applied.
It is essential to understand
that the main goal is to engage parents in communicating with schools.
Which of the approaches leads to accomplishing this goal is less important.
As it is suggested by Bauch (1998, 2000), traditional and telecommunication
approaches may be integrated. An integrated model that he proposed states
that parents should be given an option to choose the method of information
delivery they prefer: voice, e-mail, fax or a printed copy. He also
suggests that a new integrated technology model will provide parents
with broader spectrum of information. For instance, many ideas that
he had for the future, like access to student gradebooks and portfolios
and remote observations of classroom activities, are already implemented
in some schools. Applying faster information transfer channels can bring
even more possibilities of exchanging information between family and
school. If the tendency of the decreasing costs of information technology
continues, and school efforts to serve students and families do not
weaken, schools and families will have the necessary access to communication
technology and can use it to collaborate.
As new telecommunication
technologies emerge, perhaps they can also make contributions to supporting
a family-school alliance. Therefore, the issue of using communication
technologies in schools is not closed; it has just opened. The effects
on learning and PI have to be examined further. In fact, many more studies
need to be done in these areas because these two areas are interrelated.
Schools cannot afford purchasing technology just for accomplishing the
PI goal, because PI is a secondary goal. The main goal is that students
have a better learning experience in schools and acquire the necessary
knowledge and skills to succeed in their lives. Hence, it is suggested
that studies examining effects of technology on student learning also
consider how technology affects PI, and vice versa.
Again, telecommunication
technology should not be perceived as replacement for face-to-face interactions
of families with schools. There is a hope that in spite of the steady
increase of American adults' workload, which leaves them with less and
less time to spend with their children, direct PI in their children's
schooling will not disappear. Luckily, more and more businesses start
to recognize the significance of PI in children's lives. They compensate
their workers for the time they spend with their children in schools,
allow employees to have more flexible schedules, work part-time and
share job responsibilities. For example, Hewlett-Packard (HP) Company
supports an e-mail mentoring program for 5th-12th grade students. Approximately
1,000 students who are served by this program have their own mentor
who supervises them in academic projects. Some businesses join their
efforts to make even more difference in children's lives. American Business
Collaboration for Quality Dependent Care: Bridge Project is organized
by large American corporations, like American Express, AT&T, some
large banks of America, Kodak Company, IBM and other computer companies.
They are committed to invest $100 million in communities where their
employees live (Otterbourg, 1998). These are just few examples of how
businesses can help to strengthen employee and family involvement in
education by investing in technology for communities. Businesses do
their first steps by understanding the importance of being committed
to families and communities (National PTA, 1998). If we, parents, schools
and communities, support and appreciate their efforts, we will benefit
even more from this collaboration.
Indeed, PI needs to be fostered
even more strongly because it has a tremendous impact on students' lives,
including their learning:
The evidence is now beyond
dispute. When parents are involved in their children's education at
home, their children do better in school (cited in National PTA, 1998,
the "Research Findings" section).
