Modern technologies are revolutionizing the operations undertaken in different fields, including education, business, and health. The emergence of different social media platforms, smartphone-based apps, websites, and e-mail services has empowered both parents and teachers to achieve their goals. The purpose of this essay is to describe the unique benefits and challenges of using parent-school online communication platforms.
Background Information
The education sector has benefited significantly from modern technologies, such as the Internet and the proliferation of computers and smartphones. Online communication has become a reality between schools and parents or guardians (Palts & Kalmus, 2015). This process entails the adoption and use of different platforms that make it possible for these two stakeholders to exchange views and establish positive relationships that can transform learners’ outcomes.
Many parents are empowered to get real-time updates, academic reports and information about the targeted learners (Gu, 2017). Some of the outstanding platforms include schools’ websites, e-mails, apps, learning management systems, and social media networks. Due to the nature of modern technological transformation and innovation, chances are high that more resources will emerge to meet the demands of both parents and educators.
Benefits of Parent-School Online Communication Platforms
Just like any other innovation, parent-school online communication platforms increase the speed of interaction between educators and parents. Individuals can receive timely updates regarding the performance of the targeted learners. Both parties will have increased levels of participation in the communication process. Consequently, the beneficiaries will be willing to maximize their interests in their respective courses or subjects (Gu, 2017).
The use of apps and social networks makes it possible for parents to have a better understanding of the policies, processes, and activities undertaken in class. They can ask for additional resources or information in an attempt to follow their children’s performance and consider new strategies to deliver positive results.
Throughout the learning process, challenges will emerge that have the potential to affect the intended results. With the use of these platforms, teachers can share the required information with every child’s parents instantly. For example, a child who might need immediate medical support will have his or her parents informed accordingly. Similarly, parents can seek guidance immediately when their young ones encounter difficulties when completing their assignments (Palts & Kalmus, 2015).
These innovations have gone further to transform how different parents and educators engage one another to formulate or introduce superior policies. Such developments have the potential to improve the educational outcomes of the targeted learners.
The use of online communication is capable of improving the level of flexibility. Educators can get additional data or ideas from parents without having to disrupt their activities and goals. Similarly, parents will not be anxious when communicating with different officials. This is the case since online media platforms present a sense of anonymity that can improve the confidence of both users.
Finally, such online communication platforms can make it possible for teachers to get instant reports, lectures, and soft copies of different materials used in class (Gu, 2017). These strengths or benefits explain why educators, school administrators, policymakers, parents, and guardians should identify additional platforms that can deliver positive results.
Challenges of Parent-School Online Communication Platforms
The above section has supported the use of different platforms to improve the way teachers share ideas and information with different parents in an attempt to improve learners’ outcomes. However, specific challenges make such resources inappropriate for different stakeholders. Firstly, some parents might be unable to use such platforms effectively. This might be the case since these stakeholders might not be technologically savvy (Hornby & Blackwell, 2018).
Secondly, most of these platforms require a person to have a computer or a smartphone. Those who are unable to access or afford them will be unable to experience or benefit from the above opportunities. Thirdly, such innovations are supported by the Internet which requires continuous subscription or purchase of data bundles (Ozmen, Akuzum, Zincirli, & Selcuk, 2016). Those who are unable to afford these resources will not enjoy such benefits.
Fourthly, not all parents and teachers will be communicating in the same language. Due to this issue or gap, some individuals might be unable to receive timely updates or information regarding the performance of their respective children. Fifthly, learning institutions might be forced to incur additional costs to acquire and install most of these platforms.
Finally, translations and training opportunities should be introduced to streamline the level of communication (Baker, Wise, Kelley, & Skiba, 2016). These gaps explain why many learning institutions and parents are yet to realize the full potential of such innovations.
Conclusion
The above discussion has explained why parent-school online communication platforms have become resourceful for different stakeholders. When educational centers embrace these technologies, chances are high that the changing demands of many learners will be identified and addressed. There are also unique weaknesses associated with such platforms that policymakers should consider in an attempt to address the current gaps and ensure that more students receive the required support from their respective educators and parents.
References
Baker, T. L., Wise, J., Kelley, G., & Skiba, R. J. (2016). Identifying barriers: Creating solutions to improve family engagement. School Community Journal, 26(2), 161-184.
Gu, L. (2017). Using school websites for home–School communication and parental involvement? Nordic Journal of Studies in Educational Policy, 3(2), 133-143. Web.
Hornby, G., & Blackwell, I. (2018). Barriers to parental involvement in education: An update. Educational Review, 70(1), 109-119. Web.
Ozmen, F., Akuzum, C., Zincirli, M., & Selcuk, G. (2016). The communication barriers between teachers and parents in primary schools. Eurasian Journal of Educational Research, 66, 26-46. Web.
Palts, K., & Kalmus, V. (2015). Digital channels in teacher-parent communication: The case of Estonia. International Journal of Education and Development using Information and Communication Technology, 11(3), 65-81.