Design Guidelines for Parent-School Technologies to Support the Ecology of Parental Engagement

Wong-Villacrés, Marisol; Ehsan, Upol; Solomon, Amber; Buil, Mercedes Pozo; DiSalvo, Betsy

doi:10.1145/3078072.3079748

Cited by 60 publications

(6 citation statements)

References 18 publications

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“…Future research should expand the current constraints of capturing media use in order to properly gather data on how families might be engaging with educational media in novel ways, such as by watching online videos. Additionally, while this study focused on the informal learning environments of very early learners, other research has explored the tension that exists for parents of school-age children who desire to link informal learning at home directly to formal learning environments, such as the classroom through school-parent technologies [31]. Future research could explore if our implication that content creators should orient parents toward what constitutes math and science in their daily lives is also relevant for parents of older children.…”

Section: Discussionmentioning

confidence: 99%

Exploring Parent Use of Early STEM Media to Inform Design for Children

Hightower

Sheehan

Lauricella

et al. 2019

Proceedings of the 18th ACM International Conference on Interaction Design and Children

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This paper explores how parents identify and use science and math media to engage their preschool children in informal science and math learning. Through an interview study, we examine parental beliefs about media's role in their preschool-aged children's science and math learning. We report how parents approach finding and incorporating different forms of media into their child's informal learning and conclude with a discussion of design implications for creating educational media for preschool-aged children.

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Section: Discussionmentioning

confidence: 99%

Exploring Parent Use of Early STEM Media to Inform Design for Children

Hightower

Sheehan

Lauricella

et al. 2019

Proceedings of the 18th ACM International Conference on Interaction Design and Children

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“…As digital technologies like parent portals and free online learning resources have become more popular in education, research has studied how these tools impact lower resourced parents' engagement in their children's education [23,31,53,60,[86][87][88]. For example, DiSalvo et al found that the increasing prominence of online educational tools and social networks has increased inequality between children of lower and higher socio-economic status, due to differences in information seeking practices [31].…”

Section: Unequal Access To Informationmentioning

confidence: 99%

Not Another School Resource Map: Meeting Underserved Families' Information Needs Requires Trusting Relationships and Personalized Care

Robertson¹,

Salehi²

2022

Preprint

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Public school districts across the United States have implemented school choice systems that have the potential to improve underserved students' access to educational opportunities. However, research has shown that learning about and applying for schools can be extremely time-consuming and expensive, making it difficult for these systems to create more equitable access to resources in practice. A common factor surfaced in prior work is unequal access to information about the schools and enrollment process. In response, governments and non-profits have invested in providing more information about schools to parents, for instance, through detailed online dashboards. However, we know little about what information is actually useful for historically marginalized and underserved families. We conducted interviews with 10 low-income families and families of color to learn about the challenges they faced navigating an online school choice and enrollment system. We complement this data with four interviews with people who have supported families through the enrollment process in a wide range of roles, from school principal to non-profit staff ("parent advocates"). Our findings highlight the value of personalized support and trusting relationships to delivering relevant and helpful information. We contrast this against online information resources and dashboards, which tend to be impersonal, target a broad audience, and make strong assumptions about what parents should look for in a school without sensitivity to families' varying circumstances. We advocate for an assets-based design approach to information support in public school enrollment, which would ask how we can support the local, one-on-one support that community members already provide.CCS Concepts: • Human-centered computing → Empirical studies in HCI; Collaborative and social computing.

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“…Electronic mail still enjoys the status of most favored procedure of making contact between school & parents (25) . Electronic mail is effective over cost, more effective than notes in terms of reachability, could be less formal than letters, enhances community responsiveness, nourishes public relations positively, & helps in identifying and converting parents into technology advocates (26) . All these elements help and improve communication between schools and parents.…”

Section: Literature Reviewmentioning

confidence: 99%

Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

lowast¹,

Bukhari²,

Noonari³

et al. 2020

IJST

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Background/Objectives: Regular attendance at school is essential for allround development of students. The fundamental objective of this study was to utilize low-cost technology of cell phones to report to parents/guardians about the attendance of their children at schools and ascertain the impacts of cell phone calls on the attendance of Middle School students placed at risk of Drop out. Methods/Statistical analysis: This study was Experimental with a PretestPosttest Control Group by design and descriptive by purpose. The participants were 30 eight graders belonging to a Public Middle School of District Shaheed Benazirabad in Pakistan. These participants were then randomly assigned to Control and Experimental Groups (15 each). For intervention of making cell phone calls to parents/guardians to inform and ask them about the reason for the absence of their child, a teacher in each participating school was assigned this responsibility. The intervention lasted for 3 months. The data was analyzed using SPSS repeated measure t-test to calculate the significance of the impact of intervention. Findings: Results of the present study indicated that the attendance of Experimental Group on Posttest (75.07 %) was significantly higher than that on Pretest (62.87%). Novelty : This study utilizes existing technology available to almost everyone and bridges the parents and school administration to get the best outcome quickly; mobile-based intervention is simple and docile to regulate students’ performance at school level; it also improves the safety of the students.

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Design Guidelines for Parent-School Technologies to Support the Ecology of Parental Engagement

Cited by 60 publications

References 18 publications

Exploring Parent Use of Early STEM Media to Inform Design for Children

Exploring Parent Use of Early STEM Media to Inform Design for Children

Not Another School Resource Map: Meeting Underserved Families' Information Needs Requires Trusting Relationships and Personalized Care

Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

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