IMPROVING COMMUNICATION 2 Table of Contents NATURE OF THE PROBLEM ........................................................................................... 5 Literature Review ............................................................................................................7 Teachers and Parents Need to Communicate..............................................................7 Collaborating through communication .................................................................8 Barriers to communication ...................................................................................10 School-related barriers .........................................................................................10 Parent-related barriers ..........................................................................................12 Mobile Technologies: A New Tool to Improve Parent Communication ...................13 Communicating with pictures ..............................................................................15 Using mobile technology to communicate with parents ......................................15 Summary ..........................................................................................................................16 PURPOSE ..............................................................................................................................18 METHOD ..............................................................................................................................20 Participants .......................................................................................................................20 Instruments .......................................................................................................................21 Procedures ........................................................................................................................22 Method for collecting data .........................................................................................22 Technology-based communication application .........................................................22 Tutorial video .............................................................................................................23 Consent form ..............................................................................................................23 Data Analysis ...................................................................................................................23 Findings...........................................................................................................................24 Internet Access ...........................................................................................................24 Receiving information ...............................................................................................25 Choosing a communication platform .........................................................................26 DISCUSSION ........................................................................................................................28 Limitations and Recommendations..................................................................................29 IMPROVING COMMUNICATION 3 Conclusion .......................................................................................................................30 REFERENCES ......................................................................................................................31 APPENDICES .......................................................................................................................36 Appendix A: Survey Questions .......................................................................................36 Appendix B: Survey Results ............................................................................................41 Appendix C: Photo Release Form....................................................................................47 Appendix D: Classroom Application Comparison Table ................................................49 IMPROVING COMMUNICATION 4 Abstract Communication between teachers and parents is an important tool for the success of students in the classroom. When traditional modes of parent-teacher communication do not serve all the needs, teachers must consider other methods for sharing information. The purpose of this project was to explore alternative ways teachers can share information with families using mobile technologies as support. I propose that these technologies can be used to support parents and share information about children across all age ranges. This project developed an eleven-question survey to be given to parents of kindergarten students to determine internet accessibility in the home and preferred methods of communication with the teacher. A communication tool was chosen to be used with the parents and teacher based on the results of the survey and communication needs of the classroom. A tutorial video for caregivers was made to show how to use the chosen communication website. The findings of this study show that the majority of parents have internet access in the home and are open to trying new ways to communicate with teachers through mobile applications. IMPROVING COMMUNICATION 5 NATURE OF THE PROBLEM Communication between teachers and parents bears great importance for the educational success of students. Effective communication facilitates understanding of student’s progress, increasing parent support in education, and ultimately increasing student’s motivation and success (Ozmen, Akuzum, Zincirli, & Selcuk, 2016). Teacher-parent relations have an increasing importance for improving schools as learning communities and for student’s growth by meeting their needs and expectations (Olcer & Kocer, 2015). The U.S. National School Public Relations Association (NSPRA) reported that numerous studies have indicated the important roles of school-parent-environment cooperation in promoting school success and student growth (National School Public Relations Association, 2006). When choosing which type of communication would be best suited for the classroom situation, the method used by teachers to communicate could impact the way parents perceive the information (Daft & Lenger, 1986). When teachers choose forms of communication that are more engaging, there is greater understanding of feedback in regards to the students’ progress in class. Daft and Lengel (1986) studied forms of communication and created the media richness theory. This theory provides a framework for describing a communication medium’s ability to reproduce the information sent without loss or distortion. Richer communications are those that can overcome different frames of reference and clarify ambiguous issues to promote understanding in a timely manner. Communications that take longer to convey understanding are considered less rich. Media richness theory allows for senders and receivers to have open lines of communication (Daft & Lenger, 1986). For example, a phone call will not be able to reproduce visual social cues such as gestures. This makes it a less rich communication medium than video conferencing, which can communicate gestures to some extent. Specifically, media rich theory IMPROVING COMMUNICATION 6 states that the more ambiguous and uncertain a task is, the richer format of media should be used. Face-to-face communication is the richest medium because it has the capacity for immediate feedback, carries multiple social cues, and personal focus. However, face-to-face communication is not always reasonable. Written communication has fewer of these attributes due to a lack of social cues and delayed feedback. The more of these attributes used, the richer the conversation will be, and teachers will have a greater impact communicating with parents (Daft & Lenger, 1986). A report by Hoover-Dempsey, Walker, Jones and Reed (2002) concludes that there are many obstacles that hinder effective communication in the teacher-parent relationships. These obstacles can generally be categorized as school- or parent-related barriers. School-related obstacles can be described as the inability for teachers to provide communication support to parents, the teachers’ lack of system knowledge, and teachers not finding alternative strategies to communicate with parents. Hoover-Dempsey et al. (2002) describe parent-related barriers as family status, pragmatic concerns (non-flexible work hours) and psychological barriers (negative school experiences). However, lack of time could be the biggest communication challenge. If these challenges are not overcome, the benefits of parent-teacher communication will not be realized. Students whose parents are aware of what their children are learning in school, who are in regular communication with their teachers, and who help to reinforce schoolwork show higher achievement in school (Constantino, 2003). The findings in Constantino’s (2003) study stressed the importance on school-family partnerships, the degree of effect that parent involvement has on schooling, and the role that each stakeholder plays in the life of a child. When teachers have IMPROVING COMMUNICATION 7 effective two-way communication with parents and identify communication barriers, students will be in a position to thrive. This project will be valuable in creating a more effective way in communicating between teachers and parents which in turn will be beneficial for the student’s success. With changing technology, options for communicating are continually changing. This study will look at current web-based trends for communication options between parents and teachers. Literature Review Teachers and Parents Need to Communicate Collaboration between teachers and parents is an important step for a student’s achievement (Can, 2016). To involve parents in schooling activities, communication practices and routines must be established between school personnel, usually the teacher, and parents. Collaborating through communication is a vital criterion for effective communication to be beneficial and useful in fostering relationships between parents and class teacher (Can, 2016). It is important to have open communication lines established before problems arise. Communication between teachers and parents creates a means by which parents are informed, enlightened, and engaged with the purpose of increasing student success (Ozmen et al., 2016). A study of standards-based reform practices done by Westat in 2001 found that reforms were more likely to have a positive effect on students’ test scores when teachers communicated regularly with parents (Henderson & Mapp, 2002). Effective outreach practices included meeting face-to-face, sending materials home, and keeping in touch about progress. In schools where teachers reported high levels of outreach to parents, test scores grew at a rate 40% higher than in schools where teachers reported low levels of outreach (NSPRA, 2006). When IMPROVING COMMUNICATION 8 teachers can reach parents and involve them in their student’s progress, greater student achievement can be realized. Collaborating through communication. Epstein (1995) described the relationship between schools, parents, and the community as “overlapping spheres of influence” that establish the context in which children succeed in school and later in life (p. 82). Epstein emphasized the importance of a partnership between schools, families, and the community, suggesting that relationships between these three “spheres” enhanced student achievement and encouraged families’ participation in their children’s education. The three spheres should overlap, and put the child at the center of the relationship. To improve relationships between families, schools and the community there needs to be effective open lines of communication (Epstein, 1995). No longer can a teacher get by with slipping a monthly newsletter in a backpack and hoping that the parent gets all the information needed about what is going on in the classroom. That newsletter might not ever leave the backpack. There are many electronic resources now available for parents and teachers to use for communication and collaborating. Some of the online teacher/parent communication tools include Remind, ClassDojo, Google Classroom, Parent Square, Talking Points, Twitter, and Bloomz. Teachers must be able to manage the flow of information not only to students, but also to parents at the workplace and home (NSPRA, 2006). Can’s report (2016) on the use of mobile applications stated that collaboration between parents and teachers is an important step for students’ achievement. When teachers communicate with parents, the parents know what their students need to be learning in school and they can help reinforce the concepts at home. Can also reported that educators are trying to find the best solutions to encourage parents’ involvement in school activities. To involve parents in schooling activities and in other events, an avenue for teachers to communicate with parents should be IMPROVING COMMUNICATION 9 established. Teachers should give exact information about any student’s progress as well as other information (Can, 2016). According to Bandura’s social-cognitive approach to learning, a significant part of human learning occurs by modeling (Bandura 1986). Modeling is a two-fold process that includes demonstrating a desired skill, which could be showing how to use Google Classroom or Class Dojo, while describing the actions and decisions being made throughout the process. Teachers need to model how to use the selected mode of communication and have parents and students try it all together before expecting the mode to be used independently by parents and students. When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more (Henderson & Mapp, 2002). A study conducted by Henderson and Mapp (2002) found that students with involved parents, no matter what their income or background, were more likely to • earn higher grades and test scores, and enroll in higher-level programs • be promoted, pass their classes, and earn credits • attend school regularly • have better social skills, show improved behavior, and adapt well to school • graduate and go on to postsecondary education. When teachers build partnerships with families that respond to their concerns and honor their contributions, they are successful in sustaining connections that are aimed at improving student achievement (Henderson & Mapp, 2002). Many teachers underestimate the value of building relationships with their students’ parents. A trust-based communication that can be established between teachers and parents bears great importance from the aspect of determining IMPROVING COMMUNICATION 10 problems, finding ways to deal with them, and providing students with help on their way to learning (Ozmen et al., 2016). Barriers to communication. When families are given constant and transparent information about school-related issues, and when two-way exchanges of ideas and opinions are promoted, confidence, trust, respect and esteem between parents and teachers are directly reinforced (Graham-Clay, 2005), enhancing therefore parental involvement and parent-teacher relationship. Nevertheless, effective communication remains a challenge (Ozcinar & Ekizoglu, 2013). Language barriers, incompatible schedules, a lack of trust, cultural differences and socioeconomic factors are just some of the reasons behind low-quality communication in many schools (Murray, McFarland-Piazza, & Harrison, 2015). Parents and schools usually report lack of time as the most important communication barrier (Cotton, Wikelund, & Reed, 1989). However, a lack of planning towards establishing cooperation and lack of developing a mutual understanding are also important communication barriers (Cotton et al., 1989). Other factors that may affect school-parent relations negatively include some sort of feelings related to previous negative experiences, religious and cultural differences, transportation problems, and the incompetency and inefficiency of school members (Norton, Scott, & Nufeld, 2002). When teachers find ways to overcome these barriers, they can get parents more involved and create greater support for their student’s success. Hoover- Dempsey et at. (2002), categorized communication barriers in schools as either school-related or parent-related. School-related barriers. Teachers struggle with increasing family engagement in children’s education. Hoover-Dempsey shared in the 2005 edition of The MetLife Survey of the American Teacher: Transitions and the Role of Supportive Relationships that 31% of new IMPROVING COMMUNICATION 11 teachers reported that the area they felt least prepared for and the biggest challenge they faced was communicating with and involving parents. Other barriers from a teacher’s perspective included low teaching efficacy, negative experiences with parents, uncertainty about working with diverse families and inadequate school support for involvement efforts (Hoover-Dempsey et al., 2002). With additional training and support, new teachers can feel more confident. In addition to new teacher communication challenges, cultural differences can create communication barriers. When teachers reflect their own cultural perspectives while interacting with parents from a different language and culture, this could create a communication barrier (Colombo, 2004). In order to deal with this potential miscommunication, teachers should begin a quest for knowledge to help them understand the language and cultural differences of their students’ parents (Lai & Ishiyama, 2004). Along with gaining knowledge of cultural features, trying to understand cultural differences and values is an important aspect of communication (Karadeniz, 2015; Kasahara & Turnbull, 2005). Teachers need to choose the communication tools and methods that are both meaningful and culturally sensitive (Eberly, Joshi, & Konzal, 2007). Using technical terminology in communication with parents at the school level poses a general communication barrier (Eberly et al., 2007). Teachers should observe their own speech and make sure that they omit educational jargon from written communications. If it is a must to use technical terms, the meaning of them must be explained. Messages that are given to the parents in face-to-face communication should not be above the parents’ understanding capacity (Williams & Cartledge, 1997). For example, the names of specific assessments used by the school or district may be unknown to parents. Rather than use the acronym, teachers should describe the assessment, its purpose, and when it is administered. IMPROVING COMMUNICATION 12 Parent-related barriers. Negative school experiences of parents can create a barrier in their communication with teachers. Schools should be able to provide guidance service to help parents to manage these kinds of barriers (Hartman & Chesley, 1998). The guidance service should encourage the parents to seek help and get information related to the issues they worry about, to understand the improvement level of the class, to grasp the teachers’ approach to education, and to learn how to behave under given conditions. Providing parents with this kind of knowledge can create dual effects by decreasing parents’ negative thoughts about school and increasing their interest in the school (Graham-Clay, 2005). Traditional parent-teacher communication may be conducted through face-to-face conversations, as parents drop-off and pick-up their children, but not all families are able to participate in this routine. When both parents work, or in single-parent households, children often ride the bus to school or are dropped off by other caregivers (Fantuzzo, Tighe, & Childs, 2000). Economy-related issues and time constraints are other elements that hinder effective communication with parents. Working parents do not always have enough time to cooperate with schools (Terek, Nikolic, Gligorovic, Glusac, & Tasic. 2015). To cope with this, Molland (2004) suggests that teachers conduct surveys at the beginning of the school year to determine the work schedules of the parents and communication preferences. The results can help teachers have a better understanding of the parents and a more engaging relationship. Teachers can even inform parents about how and when they can communicate with teachers and how the communication hours can be made flexible to enable parents to attend the school or class meetings (Molland, 2004). IMPROVING COMMUNICATION 13 Lack of technology can limit communication opportunities. The new technologies that provide convenience, efficiency, and effectiveness in knowledge transfer have an important force in the development of parent-teacher communication (Zieger & Tan, 2012). However, teachers shouldn’t think that all parents have access to such technology, teachers should investigate whether parents can benefit from the new technology. Some teachers and parents are still unable to make use of technology efficiently, and they give weight to traditional paper-and-pencil-based communication (Graham-Clay, 2005). Although there are barriers in communication, efficient communication is necessary for creating school-parent cooperation and increasing parent contribution. Teachers should strive to develop communication strategies, new cooperative communication methods should be established, and these efforts should reflect a planned approach (Graham-Clay, 2005). Teachers should not only be skilled in the art of teaching, but also should improve their knowledge and skills towards efficient communication with the parent community. There are numerous ways to communicate that teachers can benefit from, such as internet technology, private interviews, conferences, group meetings, and the like. Within this context, technology is heralded as a tool for overcoming some of these constraints (Özdamli & Yildiz, 2014) and, consequently, for strengthening partnerships between families and schools (Goodall, 2016). Mobile Technologies: A New Tool to Improve Parent Communication Parent involvement and regular communication between families and their child’s school is a hallmark of a high-quality school program (Division for Early Childhood, 2014). High levels of parent involvement in educational programs is related to better school attendance, enhanced self-esteem, and increased academic performance (Barnarad, 2004). At least two of the Division for Early Childhood Recommended Practices (2014) are relevant to this point. IMPROVING COMMUNICATION 14 • Practitioners provide the family with up-to-date, comprehensive and unbiased information in a way that the family can understand and use to make informed choices and decisions. • Practitioners support family functioning, promote family confidence and competence, and strengthen family-child relationships by acting in ways that recognize and build on family strengths and capacities. (p. 10) Advances in technology over the past decade have improved the tools, accessibility, and affordability of a variety of devices for individuals, families, and schools. Technologies such as tablets, cell phones, and laptops are commonly used as teaching tools and supports in schools nationwide (Gauvreau & Sandall, 2017). Such technologies are increasingly recommended as part of high-quality learning environment. In their joint position statement on the use of technology, the National Association for the Education of Young Children (NAEYC) and Fred Rogers Center for Early Learning and Children’s Media (2012) at Saint Vincent College urge teachers to use technology as a way to “help children save, document, revisit, and share their real-life experiences through images, stories, and sounds” (p. 7). In addition, a recent study suggests a parent preference for electronic communication, including email and texting (Thompson, Mazer, & Flood Grady, 2015). Given that 95% of American adults own a cell phone and 77% own a smartphone (Pew Research Center, 2017), it seems logical that we mobilize these technologies in new ways to communicate with families. Digital media are considered more efficient, more immediate, more effective and more convenient than traditional outreach models (Blau & Hameiri, 2017). Further, digital communication between parents and educational staff is associated with higher academic achievement and higher educational expectations (Bouffard, 2008). IMPROVING COMMUNICATION 15 Communicating with pictures. NAEYC & Fred Rogers Center for Early Learning and Children’s Media (2012) called for photo and video documentation of child learning as a way of communicating with parents. Because of the developments in technology, it is reasonable and easy to share information with families. Using mobile technologies to send photos enables teachers to communicate with families from a variety of backgrounds (Gauvreau, 2015). By sending photos to families, teachers can communicate directly with those parents who do not speak English or those who speak limited English, without the support of a translator. Photos sent from school allow teachers to communicate directly to parents without the necessity of sending a detailed email message or making a phone call, and enable families to discuss the child’s day in their home language (Gauvreau, 2015). Moreover, parents can access these photos multiple times and share them with other family members who may not be able to visit school due to work schedules or other conflicts. Unlike traditional modes of in-person or written communication, shared photos are easily accessed by all family members, including children themselves (Gauvreau, 2015). Furthermore, this communication can be reciprocal, parents can reply to teachers by sending a photo from home, enabling children to share information about their home life with teachers and peers at school. Using mobile technology to communicate with parents. Although mobile technologies provide teachers with an easy way to share information with families, there are several considerations around the use of personal devices, confidentiality, and family access to photos. Understandably, some teachers may be hesitant to share personal cell phone numbers with families (Gauvreau, 2015). Several mobile applications (apps) are available that enable teachers to send text messages without sharing their personal contact information. A few of the apps designed for the classroom include: Remind, Simply Circle, Bloomz, Appletree, ClassDojo and IMPROVING COMMUNICATION 16 Classmessenger. These apps enable teachers to share information via text message and notification with individual families, or a group of people, without sharing any phone numbers. Through these apps, teachers can send photos and descriptions to parents’ cell phones. It is important to note that new apps for this type of communication are created on a daily basis, and more may be available in the near future (Gauvreau, 2015). Another important consideration includes family needs and ability to access these technologies. Although 97% of Americans own a cell phone (Pew Research Center, 2017), the rate is lower for some socioeconomic groups. Only 86% of families with a household income of less than US$30,000 own cell phones (Pew Research Center, 2017). Prior to suggesting this method of communication with families, teachers should determine whether internet-based communication is a good fit. Teachers should survey parents at the beginning of the school year to know the preferred method of school communication. Otherwise teachers may risk isolating some families who do not have access to certain technologies. Summary Communication is at the heart of education (Ozmen et al., 2016). Effective two-way communication between teachers and parents is a dynamic part and necessary trait of education success (Constantino, 2003). Students will have a positive school experience when parents have an open-line of communication with the teachers. Mobile technologies have the potential to support family and school connections in a host of ways (Gauvreau, 2015). These technologies increase opportunities for communication between teachers, caregivers, and families and enhance parent–child communication. Mobile technologies can provide a simple, quick way for teachers to share individualized information with families, provide opportunities to connect with families who speak other IMPROVING COMMUNICATION 17 languages or who are not able to talk in person during pick up and drop off, and promote more meaningful parent–child conversations (Gauvreau, 2015). By quickly snapping a photo and sharing with a parent a short description of the activity pictured, teachers can help parents learn more about their child’s day at school and facilitate parent–child conversations about daily events. Although communication barriers do exist, through parent surveys, researching current mobile applications that would best fit the needs of your classroom, and training; there are ways to overcome these barriers to have a successful parent/teacher relationship. Communication needs the commitment of all involved to increase student achievement – which is our ultimate goal. IMPROVING COMMUNICATION 18 PURPOSE Communication between teachers and students bears great importance for the educational success of students (Ozmen et al., 2016). Schools communicate with parents by means of newsletters, notes, and report cards as a way of informing parents about their child's behavior, classroom placement, and progress. This form of communication is one-way communication. Because communication is the core of education, communication should be two-way. In two-way communication, parents and teachers share responsibility for the success of the student. Creating two-way communication is not easy because many individuals operate in one-way communication. Operating in two-way communication behaviors allows for collaboration and sharing. Furrer and Skinner (2003) said that because communication is the foundation of effective teacher-to-parent relationships, those involved must begin to talk, listen, and acknowledge each other's voice. Compared with the support children receive from teachers and peers, the role parents play in children’s learning is often considered not only unique but also essential (Furrer & Skinner, 2003). When traditional modes of parent-teacher communication do not serve all the needs, teachers must consider other methods for sharing information. The purpose of this project was to explore alternative ways teachers can share information with families using mobile technologies as support. I propose that these technologies can be used to support parents and share information about children across all age ranges. The school district currently uses the program PeachJar to email parents announcements and fliers. Messages are managed and sent from the school secretary to all students enrolled in the program with the school. The program is not available for classrooms to share notes and IMPROVING COMMUNICATION 19 information. The school district does not have access to data from PeachJar, such as successful emails sent and open rate. This project was created to identify whether other forms of technological communication can improve a teacher's ability to relate and communicate with parents at a comfortable level. The research might also provide ways to increase communication between home and school, improve relationships with teachers and parents, and create a culture based on mutual trust and respect. The research had three objectives: • Determine parents' preferences for communicating by examining and analyzing archived data. • Determine what communication tool best suits the parent's preferences and provide meaningful two-way communication between teachers and parents. • Develop a tutorial video for caregivers to show how to use the chosen method of communication. This project is valuable in determining more effective ways for communication between teachers and parents which in turn may be beneficial for the student's success. IMPROVING COMMUNICATION 20 METHOD Parent involvement and regular communication between families and their child’s school is a hallmark of a high-quality school program (Division for Early Childhood, 2014). High levels of parental involvement in educational programs is related to better school attendance, enhanced self-esteem, and increased academic performance (Barnarad, 2004). Not all formats of communication are the same. Determining the format of communication that best meets the needs of teachers and parents needs research. Due to the fast-paced changes in technology, what may have worked a year ago could now be considered outdated. This project was designed to help improve teacher-parent communication with the use of mobile technologies as support. The aim of this project was to study an archived, pre-existing, communication survey completed by parents, to learn their preferred method of communication. The archived survey was a typical beginning-of-the-school-year survey. The survey was collected as a teacher and analyzed as a researcher (same person). After reviewing the results of the survey, a study of on-line communication resources was conducted to find a tool that will suit the needs of parents and teachers. A spreadsheet was used to compare the different benefits of the available communication resources. A training video tutorial was made for parents to know how to utilize the communication application that will be used in their student’s classroom. The survey results provided the favored communication tool for parents and provided a path for teachers in knowing which direction to go when setting up communication systems for the school year. Participants Participants from the archived survey data, (survey data was collected as a teacher and analyzed as a researcher), were a descriptive study group of parents from one urban area elementary school within a western Utah public school district. According to the 2017 statistics IMPROVING COMMUNICATION 21 from Data USA, the population of the city where the school is located was 9,446 with the median age of 29.5. The median household income for this city was $88,133. The percentage of residents in this county with a computer in the home was 92.8% and 87.1% of residents had a broadband internet subscription. The focus group of the archived survey were parents from two kindergarten classes. Approximately 50 subjects, male and female, were asked to complete the survey at the beginning of the 2019 academic school year. The participants voluntarily answered the questionnaire, and the application was carried out with 31 parents due to some reasons such as parents not wanting to participate. The participants of the archived survey were all adults with the age rage of the research subjects being 22-65 years old. Participants of the archived study will not be contacted for the research; the study will access archived data only. Instruments To determine the preferred method of communication from the parents of students, a descriptive communication-based archived survey was studied by the researcher. The survey was designed and distributed to the parents through Google Forms at the beginning of the 2019-2020 academic school year by the teacher (who is also the researcher). Parents were provided a laptop at the school to complete the survey if they wanted. The survey was also emailed to parents to complete. The questionnaire was used to identify the preferred communication tools to enhance their teacher-to-parent communication. The survey collected the following data from each participant: Internet access availability, communication preferences, social media preference, communication application (app) preference and parents' age range. The survey took less than ten minutes to complete. A copy of the survey is included in Appendix A. IMPROVING COMMUNICATION 22 Procedures The researcher gained approval from the participating elementary school principal to study communication preferences of parents using an archived survey. The archived survey studied two classes within a western Utah public school district school. Surveys were distributed to parents the first week of school and collected over a three-week period at the beginning of 2019 school year. The questionnaire was distributed to 50 parents; however, the application was carried out with 31 parents due to some reasons such as parents not wanting to participate. The survey took less than ten minutes to complete. Method for collecting data. The archived survey was developed with Google Forms. The data was collected electronically. With Google Forms, one can summarize survey results at a glance with charts and graphs. The survey is composed of eleven questions and two dimensions; internet access availability and communication preferences. The data was analyzed to look for similar responses and trends. As the research was done on existing data, no parental consent was required by the researcher. The archived survey does not include any re-identifiable information on the subjects of the survey. Storage of the data will be in a password locked computer with only the researcher having access for three years. Technology-based communication application. On-line classroom communication-based tools were researched and evaluated based on the survey results. A spreadsheet table was created (and included in Appendix D) based on the results of the survey, to compare current options available that enable teachers to communicate with families. Based on the most popular survey response, one communication tool was chosen to focus on for the communication project. IMPROVING COMMUNICATION 23 Bloomz was selected and implemented in the classroom with parents. Bloomz was chosen based on its many communication options, including importing Google Calendar, easily managed sign-ups, posting news and photos, translating text to different languages, and student portfolios. This communication tool was implemented in the classroom and is the focus of the training video for parents. Tutorial video. A tutorial video was recorded using Screencast-o-matic.com. The video was uploaded to YouTube (https://youtu.be/nwFlJwQKTDs) for convenience and a link was shared with parents. They can watch in the comfort of their own home and follow along on their mobile device or computer. The tutorial walked the parents through the basics of using the Bloomz website and the features used by the teacher. The video demonstrates how to best utilize the options available within the program, with the goal in mind of effective two-way communication. Photo Consent form. The consent form addresses the issues of sharing photos that may include other children in the classroom and sharing photos through apps that may not be completely confidential. Given the dynamics of a classroom, it is challenging to take a photo that does not include any other children. Some families may be uncomfortable with a photo of their child shared with others; in such cases, a consent form provides families with the opportunity to decline participation. Parents are encouraged to read the privacy policies related to the communication tool chosen as there may be confidentiality issues that may arise. A classroom photo consent form is included in Appendix C. Data Analysis To address the purpose of the study and to answer the research questions, the casual comparative post hoc method, (which means to analyze the results of observational data) was IMPROVING COMMUNICATION 24 used to describe the archived data. The archived data is available at an elementary school located within a western Utah public school district. The focus for the data analysis was on an archived communication survey which determined the preferred method of communication from the parents of students. The archived data analysis is on Internet access availability, and devices available and used at home at the time the survey was answered which was early Fall 2019. Data was analyzed using Excel sheets of the archived data. The results of the survey were summarized at a glance with charts and graphs and studied in detail through spreadsheets, provided in Appendix B. The archived data was analyzed to show correlation of responses with local trends. The data analysis was conducted at a home workspace in an urban area west of Salt Lake City, Utah. The data analysis of the survey results and studying the literature reviews allowed the researcher to determine the communication preferences of their subjects and further develop an effective way to communicate with parents for the 2019/2020 school year. Parents were open to trying a new platform for communicating with the teacher and they had internet access with smartphones. The researcher decided to use the Bloomz app. The Bloomz app applies the media richness theory with open lines of communication and the ability to share pictures and media. FINDINGS Internet access. It was detected that the majority of parents included in the research typically used their phones to access the internet, followed by laptop computers; desktop computers and the device that was used least was tablets. According to the findings obtained from the study, as shown in Figure 1, it was determined that 96% of the parents have access to a smart phone, 86% have access to a laptop computer, 56% have access to a tablet, and 36% have access to a desktop computer. One hundred percent of respondents have internet access at home IMPROVING COMMUNICATION 25 and on their smartphone. According to these findings, we can say that the parents could benefit from a media rich communication app/website to communicate with the classroom. Figure 1. Survey question bar graph. What devices do you have access to? Receiving information. With 71% of survey respondents choosing email as preferred method for communicating between parents and teacher, this was the most popular choi ce. When parents were asked on the survey in a multiple-choice grid, how they receive information and stay updated from the school, the majority said almost always through emails. Email was also the popular answer when asked the most effective way to ensure the information reaches them from the teacher. The favored method for communicating with our class was email with a communication app coming in as second choice. When parents were asked which mobile app for classroom communication they prefer, the majority had no preference. According to the findings, 66% of respondents want to receive information about our class as needed, 23% would like to receive information weekly, and 10% responded twice a month. The findings obtained show that parents have a preference for communication through email, but would be open to using a communication app. Considering this, mobile technology is beneficial in parent-school collaboration, especially in creating parent awareness. IMPROVING COMMUNICATION 26 Choosing a communication platform. When searching out the best app to meet the media rich needs the researcher was looking for, they looked to teacher forums on social media groups to see what was other teachers were using and recommending for communication with their classroom. There were six communication apps that were the most popular; including Class Dojo, ClassTag, AppleTree, Bloomz, Seesaw, and Remind. The researcher looked into each of the six options, to see what was included with each site. A table was made to easily compare the different options and is included below. The table lists the desired communication features, websites considered, if the features are included or not, and if the teacher can turn the features on or off. Table 1 Top Six Websites for Teacher Communication Features Class Dojo ClassTag AppleTree Bloomz Seesaw Remind Behavior Management included not included teach. may send msg teacher may turn feantuotr ein ocnlu/doeffd not included Parent Communication included included included included included included Parent Contact Information Displayed for ALL (including other parents) not included teacher may turn feantoutr ien oclnu/doefdf teacher may turn feantuotr ein ocnlu/doeffd Included In-App Messaging Between Parents not included teacher may turn feantoutr ien oclnu/doefdf teacher may turn feantuotr ein ocnlu/doeffd Included Home Page to See Class Updates included included included included included not included Language Translation included included "coming soon" included included can translate outgoing msg but Calendar not included weird format included included not included not included Student Portfolios included not included not included teacher may turn feaitnucrleu doned/off not included Sign-ups for Chaperones and Volunteers not included included included included not included not included Conference Sign-ups not included included not included included not included not included Ability to upload files such as Word or PDF not included included I think so? included included not included Can type a message and choose what time it will send not included included not included included not included not included Free yes yes yes yes yes yes Color Description Included not included teacher may turn feature on/off included, but in a limited format Table 1 The researcher was surprised to see that Class Dojo was very limited in the communication options it includes compared with other sites. Class Dojo is primarily used in the researcher’s school district as a classroom communication app. While Class Dojo does a great job with behavior management, it is lacking in the different communication options. Bloomz site has IMPROVING COMMUNICATION 27 more features available than the other sites compared. It is easy to see that Bloomz is a powerful site for communicating between parents and teachers. To make certain that Bloomz was the right choice for communicating with parents, the researcher set up a sample class page on the different sites to test the different options and ease of use. Although Bloomz isn’t the latest developed communication platform, it still outperforms the others. The researcher mainly used newsletters the first year to pass along classroom updates, but didn’t like how time-consuming it was to make the newsletters and feeling constrained to fill in the boxes. Class Dojo was also used, but the researcher was unsatisfied with the communication aspect. Both methods were given up the second year. The second year the researcher used email primarily for communicating with parents. Although email is popular, it is very one-sided for communicating and not media rich; it is lacking in its ability to share pictures and give parents the ability to communicate with each other. That second year Google Sheets was also used as a medium for parents to sign-up to volunteer to help with the class. Google Sheets worked, but was still problematic when other people had access to delete information. Parents also had a hard time getting into the document to sign-up and it is not very user-friendly on smart phones. Still the researcher was frustrated with these options, knowing there had to be a better way to stream-line communication and make it more engaging. The third-year teaching for the researcher is when this communication project was taking place and the research was being done. The researcher was looking for a communication app that included these important features: parent communication, home page to see class updates including pictures, language translation, import Google Calendar, sign-ups for volunteers, ability IMPROVING COMMUNICATION 28 to upload files or websites, and free. This seems to be a lengthy list of demands, but the Bloomz app included all of these features and more. Bloomz pulls together all that the research supports for media rich communication. Bloomz was introduced to parents at the beginning of the 2019 school year as the communication platform for the classroom. Assuming that most of the parents were unfamiliar with this communication app, the researcher recorded a five-minute tutorial video that demonstrated how to utilize the options available within the program that were going to be used by the teacher. The video was saved to a YouTube channel and shared with the parents. The video is a form of communicating rich media by sharing visual and audio elements that encourage the parents to interact and engage with the content. The video also works to clarify ambiguous issues with the app in hopes to convey a greater understanding. Sharing the tutorial video beautifully looped back to the media richness theory mentioned in the literature review; tying the teacher and parents together through communication. DISCUSSION It was concluded that the participants included in the research had access to the Internet. According to these findings, we can say that the parents could benefit from a media rich communication app/website to communicate with the classroom. These results show that the parents can communicate with the teacher easily via Internet and mobile devices for the improvement of parent-school collaboration. The findings obtained through the survey was an important factor to be able to benefit from mobile technology with parent-school collaboration and especially in creating parent awareness. When devices available to parents are examined, it is seen that the most used device is a smartphone, followed by laptops. Parents prefer email as IMPROVING COMMUNICATION 29 desired method of communication with the teacher but are open to the idea of using a classroom communication app. When choosing forms of communication that are more engaging there is greater understanding and feedback. Following Draft and Lengel’s (1986) media richness theory, while looking for a communication app, the researcher chose to use the Bloomz app for communicating classroom information with parents. The teacher’s ability to share photo and video documentation of the child’s learning, through Bloomz, is a way of communicating with parents. The ability for parents and teachers to interact and share pictures and information in a timely manner create richer communications. The tutorial video created by the researcher also ties in nicely with the research in the literature review, as the video provides an interactive walk-through of the communication app, providing parents with the information needed to use the program. Using technologies are recommended as part of a high-quality learning environment (Gauvreau & Sandall, 2017). Limitations and Recommendations Survey research is automatically limited in its ability to quantify or generalize results to a large population. This study is also limited by a relatively small number of participants from one localized area of the country. Research with a larger number of participants and from larger demographics could result in a different outcome. This study is limited to the parents of the students studying in the selected school surveyed. It will be useful to demonstrate similar studies with different sample groups. If mobile technologies are integrated into the parent-school collaboration, it will be possible to benefit from raising awareness on parents in order to increase academic success of the students. Time shortage is among the most important factor that prevents the realization of IMPROVING COMMUNICATION 30 parent-school collaboration and creation of parent awareness with their student. Nowadays, considering that the majority of individuals have mobile devices and internet connection, these obstacles may be overcome with the use of mobile technologies. Conclusion The intent of this study was to determine the ways in which teachers could best communicate with parents of students. This study underlines the importance of improving communication between teachers and parents and is done to specify expectations of parents of children who go to an elementary school in a western Utah public school district. The study looked at parent’s preferences of mobile technologies. In this study which is conducted in a survey model frame, 31 parents of Kindergarteners involved in the study group were asked to specify parent's devices and Internet access in the home, and preferred methods of communication with the school. The conducted survey proved that the majority of parents have computers, internet connection and smartphones. Starting from this point, especially in creating family awareness on school-family communication, mobile technologies can be possible. Also, as a result of the study, it is confirmed that parents use smartphones and laptops the most. It can be implied that parents have the technical background for improving school-family communication through an online communication application. However, the majority of parents surveyed preferred email communication over other avenues. 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Do you have internet access at home? (multiple choice, one answer) a. Yes b. No 4. Do you have internet access on your smartphone? (multiple choice, one answer) a. Yes b. No IMPROVING COMMUNICATION 38 5. I currently receive information and stay updated from the school through the following sources: (multiple choice grid with the following choices for each option: Almost Always, Often, Rarely, Never) a. Email b. PeachJar c. Social Media d. District Website e. Rose Springs Website f. Notes sent home g. Classroom Apps h. Other 6. When receiving information from a teacher, the effective ways to ensure that the information reaches me is: (multiple choice grid with the following choices for each option: Almost Always, Often, Rarely, Never) a. Email b. PeachJar c. Social Media d. Classroom App e. Rose Springs website/teacher page f. Notes sent home from teacher g. Other IMPROVING COMMUNICATION 39 7. Which method would you would prefer for communicating with our class? Please rank your order of preference, 1 being your first choice and 5 being last choice. (multiple choice grid with the following choices: 1, 2, 3, 4, 5 for each line item) a. Paper copies sent home with kids b. Emails c. Social media private class page d. Mobile application designed for communication e. Class website 8. If you prefer a social media private class site, what is your preferred resource to receive and share news? (multiple choice, one answer) a. Facebook b. Twitter c. Other 9. If you prefer a classroom mobile app, what is your preference? If you're not familiar with the options, please select No Preference. (checkboxes, select all that apply) a. ClassDojo b. ClassTag c. Bloomz d. Seesaw e. Remind f. No Preference 10. I want to receive information about our class: (multiple choice, one answer) a. As needed IMPROVING COMMUNICATION 40 b. Weekly c. Twice a month d. Monthly 11. What is your age range? (multiple choice, one answer) a. Under 18 b. 18-24 c. 25-34 d. 35-44 e. 45-54 f. 55-99 IMPROVING COMMUNICATION 41 APPENDIX B Survey Results IMPROVING COMMUNICATION 42 IMPROVING COMMUNICATION 43 The school The school IMPROVING COMMUNICATION 44 IMPROVING COMMUNICATION 45 IMPROVING COMMUNICATION 46 IMPROVING COMMUNICATION 47 APPENDIX C Photo Release Form IMPROVING COMMUNICATION 48 IMPROVING COMMUNICATION 49 APPENDIX D Classroom Application Comparison Table IMPROVING COMMUNICATION 50 Features Class Dojo ClassTag AppleTree Bloomz Seesaw Remind Behavior Management included not included teach. may send msg teacher may turn feantuotr ein ocnlu/doeffd not included Parent Communication included included included included included included Parent Contact Information Displayed for ALL (including other parents) not included teacher may turn feantoutr ien oclnu/doefdf teacher may turn feantuotr ein ocnlu/doeffd Included In-App Messaging Between Parents not included teacher may turn feantoutr ien oclnu/doefdf teacher may turn feantuotr ein ocnlu/doeffd Included Home Page to See Class Updates included included included included included not included Language Translation included included "coming soon" included included can translate outgoing msg but Calendar not included weird format included included not included not included Student Portfolios included not included not included teacher may turn feaitnucrleu doned/off not included Sign-ups for Chaperones and Volunteers not included included included included not included not included Conference Sign-ups not included included not included included not included not included Ability to upload files such as Word or PDF not included included I think so? included included not included Can type a message and choose what time it will send not included included not included included not included not included Free yes yes yes yes yes yes Color Description Included not included teacher may turn feature on/off included, but in a limited format