Can Technology Transform Communication between Schools, Teachers, and Parents? Evidence from a Randomized Field Trial

Autor/inn/en	Kraft, Matthew A.; Bolves, Alexander J.
Titel	Can Technology Transform Communication between Schools, Teachers, and Parents? Evidence from a Randomized Field Trial
Quelle	In: Education Finance and Policy, 17 (2022) 3, S.479-510 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
Schlagwörter	Telecommunications; Handheld Devices; Computer Mediated Communication; Computer Oriented Programs; Public Schools; Parent School Relationship; Interpersonal Communication; Parent Teacher Cooperation; Program Effectiveness; Program Implementation; New York (New York) + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Computerkonferenz; Computerprogramm; Public school; Öffentliche Schule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Interpersonale Kommunikation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	We study the adoption and implementation of a new mobile communication application (app) among a sample of 132 New York City public schools. The app provides a platform for sharing general announcements and news, as well as engaging in personalized two-way communication with individual parents. We provide participating schools with free access to the app and randomize schools to receive intensive support (training, guidance, monitoring, and encouragement) for maximizing the efficacy of the app. Although user supports led to higher levels of communication within the app in the treatment year, overall usage remained low and declined in the following year when treatment schools no longer received intensive supports. We find few subsequent effects on perceptions of communication quality or student outcomes. We leverage rich internal user data to explore how take-up and usage patterns varied across staff and school characteristics. These analyses help to identify early adopters and reluctant users, revealing both opportunities and obstacles to engaging parents through new communication technology. (As Provided).
Anmerkungen	MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01