Enhancing Parent-Teacher Communication Using Technology: A Reading Improvement Clinic Example With Beginning Teachers
Donna Merkley, Denise Schmidt, Iowa State University, United States ; Carrie Dirksen, Diocese of Des Moines Catholic Schools, United States ; Carol Fuhler, Iowa State University, United States
CITE Journal Volume 6, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Effective communication between homes and schools can be essential in helping students experience success in the classroom. Unfortunately, the topic of establishing mechanisms for meaningful parent-teacher communication is often slighted during the preparation of teachers. New teachers entering classrooms need the opportunity to interact and communicate with parents during their preparation program. This article examines how one reading tutor used technology to communicate with parents about their child's literacy growth while the child was enrolled in a university-based tutoring program called the Reading Improvement Clinic. Specific examples illustrate how this technology-based approach enhanced the communication process with parents while sharing tutoring information, student progress reports, and tutoring artifacts. Several advantages of using such an approach include easy access to student materials and assessments, timely postings of the child's work and tutor comments, and a secure environment for sharing confidential documents.
Merkley, D., Schmidt, D., Dirksen, C. & Fuhler, C. (2006). Enhancing Parent-Teacher Communication Using Technology: A Reading Improvement Clinic Example With Beginning Teachers. Contemporary Issues in Technology and Teacher Education, 6(1), 11-42. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 26, 2019 from https://www.learntechlib.org/primary/p/20932/.
© 2006 Society for Information Technology & Teacher Education
The impact of eWriters on literacy motivation, self-efficacy, and the real-virtual-relationships between parents and teachers
Richard E. Ferdig, Kristine E. Pytash, Karl W. Kosko, Riza Memis, Kelli Ryan & John Dunlosky, Kent State University, United States
Journal of Interactive Learning Research Vol. 28, No. 4 (October 2017) pp. 341–357
Susana Juniu, Montclair State University, United States; Jiwon Shin, Catherine Snow & Wynta Nivens-Wilb, Teachers College, Columbia University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 2043–2053
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