Fostering School-Home Partnerships: Transforming Learning as a Result of the COVID-19 Pandemic

Abstract

The COVID-19 pandemic illuminated the need for schools to strengthen their relationships with families in order to support remote learning. Framed with the theoretical lens of the traditional partnership model, this paper details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school districts were responding to the technology needs of students and families while in hybrid and distance learning models. Three main themes emerged from the survey data: maximizing caregiver support to improve student learning, increasing attendance and engagement in the online learning environment, and building technology savviness in parents and caregivers. Recommendations for further research include the formation of focus groups with technology directors from Minnesota and beyond. As a growing number of districts offer online schools and there is an increase in families choosing to sustain online learning, it is important to discover how schools and homes can continue to partner together in support of student learning.

Educators by proxy: Emergency remote teaching and learning in the voice of parents

“…Finally, some parents also reported an increase in relational quality due to having more time to spend together as a family (Vaterlaus et al, 2021). Enhanced family connections were also reported in other studies (Aladsani et al, 2022;Drvodelić and Domović, 2022;Haines et al, 2022;Hill and Reimer, 2022). However, the strain some parents reported on their relationships with their children seems to have been affected by the amount of school work.…”

“…Stressing the diversity in how ERTL was implemented in different contexts and also the diversity of learners' characteristics, some parents consider this process to have led to closer teacher support, better or different learning, or more formative evaluation processes. To conclude, some parents consider the process brought gains to themselves in terms of closer knowledge and involvement in their children's education (Aladsani et al, 2022;Haines et al, 2022;Hill and Reimer, 2022) and more time spent as a family (Drvodelić and Domović, 2022).…”

Measurement of Magnetic Field U (MaFiU) Utilizing Smartphone: A Practice Experiment for High School Students

“…However, some school does not facilitate with complete tools in laboratory [24][25][26]. Moreover, during pandemic covid-19, student only learn from home [27][28][29], no interaction [30], no active [31], no collaboration with other student [32][33][34]. This problem must be finding alternative solution for example use virtual lab by smartphone.…”