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NORTHCENTRAL UNIVERSITY
ASSIGNMENT COVER SHEET

Learner: Melissa Webb Earnest

THIS FORM MUST BE COMPLETELY FILLED IN

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<Course ID Number> EDU 7001 <Faculty Mentor> Dr. Sylvia Lyles

<Course Title> Advanced Scholarly Writing <Assignment Number or Title> Activity 5

<Add Learner comments here>

I found this assignment to be a little more difficult than the previous activities but I think it was due
to my topic. I think, though, I found three of the strategies to be more suited to what I am trying to
convey and hope I did them justice. I also remembered this time to include a proper APA style
reference page and appropriate citations within the text of the paragraphs.
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TOPIC – The importance and impact of selecting a suitable communication method and using it

appropriately is vital to school districts.

Chronology (time) –

As schools began to form in the United States, the only method of communication was to

see the teacher face to face. No school had copying machines, telephones, or even enough time

and materials to handwrite notes to every parent of every child in those one-room schoolhouses.

When schools started to consolidate and class sizes increased, teachers had to be innovative in

finding other methods of communication. After a time, new technologies appeared on the scene

and teachers were able to mass-produce newsletters to send home or make a quick phone call in

the evening to a parent. Now we within the digital age and even more significant technology has

found its way into the classroom and it is changing the way educators communicate, not only

with each other but also with parents and students. Today students can check grades easily by

logging in to their school district’s student information system. Parents can also utilize the same

system not only to keep pace with their student’s performance but also to receive communication

from the school about district news, school events, and even classroom needs. According to

Magee (2011), parents at a San Diego school district can access much information from their

personal computers. However, as Magee discovered, just because the district’s 55 campuses

allow this type of access, it is not consistent across the district. Educators have to remember

whether or not the access ability is evident is not so much the question as is whether or not the

parents and students actually have the ability on their own to access the information. The article

by Magee (2011) notes one-third of the students in the district do not have access to the Internet

at home, so this marvelous technology tool is not accessible to all.

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Order of generality –

According to Prommasit (2008), the world of education has changed and now teachers

and principals are faced with meeting stringent standards and testing requirements. Teachers

cannot control what happens outside their classrooms. “Therefore, the more convenient

educators make the communication process, the more likely it is that parents will form active

partnerships with teachers.” (Prommasit, 2008, p. 1.). One method of assisting this partnership’s

development is through the use of a Web site. District sites usually contain general information

about the programs and events without a district and perhaps even down to the school level.

Sites such as these also direct users to particular pieces of information or contacts easily so they

can find, for example, the lunch menus or the school supply list. Even though these sites support

the district and school mission, they often do not address the need for specific information about

certain classes or teachers. Instead, it is often encouraged for individual teachers and classrooms

to develop their own Web sites at a more personal level. These sites can be used for specific

information. For example, a teacher may require certain materials for a particular class and these

lists may be available throughout the summer for parents to access, eliminating the need for

everyone converging on the one or two stores in the local area who carry a certain item. When

designing Web sites in a school district, it is most desirable to keep the district and school sites at

a general level, while allowing individual teachers and administrators the ability to publish more

specific and sensitive information.

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Order of complexity –

Technology itself is complicated. No matter the method of communication selected,

adding a technological piece to the puzzle often creates fear and frustration within the educator

trying to incorporate the technology. Staff members are often used to making periodic phone

calls or designing a one-page newsletter, which can easily be copied and sent home with the

student either in a backpack or folder or even by postal mail if needed. Today’s teachers

probably grew up with those methods of communication between their school and their home.

However, today’s technology has brought computers and mobile devices not only to our

workplace but also to our home. Relating electronically with students and parents is often

unfamiliar to educators, especially those who have been in the business quite a while. According

to an article by Mitchell, Foulger, & Wetzel (2009), several methods of communication are

suggested, the first of which is creating a classroom Web site. The authors mention the

importance of offering specific training, not only for staff members, but also for their school

families, so technology-based communication can be utilized to its fullest potential. Again, not

all families have Internet access at home, so the traditional methods of communication teachers

are more familiar with should never be abandoned completely. However, the research is clear.

According to Mitchell, et. al., (2009), a family’s involvement in a child’s education improves

their outcomes in all areas and the more frequent the contact between home and school, the more

the child benefits. The tricky part is to make the appropriate decision about communication

applicable to the relationship and utilize the most effective method available, whether it be a

phone call or an e-mail.

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References

Magee, M. (2011, April 30). Parent use of school technology underscores digital divide. San
Diego News. Retrieved from http://www.signonsandiego.com/news/2011/apr/30/parent-
use-of-school/.

Mitchell, S., Foulger, T.S., & Wetzel, K. (2009). Ten tips for involving families through
Internet-based communication. Young Children, 64(5), 46-49. Retrieved from
http://www.naeyc.org/yc/pastissues.

Prommasit, J. (2008). Communication Technology to the Rescue: New Methods for Establishing
Effective Home School Communication. In K. McFerrin et al. (Eds.), Proceedings of
Society for Information Technology & Teacher Education International Conference 2008
(pp. 2792-2797). Chesapeake, VA: AACE.Retrieved from
http://www.editlib.org/p/27644.