Communication in families through technology

Communication in families through technology

Building collaborative relationships with families to support student learning

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Karissa Massey, Hung Len, Manuel Barcenas

Welcome to our E-Course!

* This course equips teachers with practical strategies and tools to communicate effectively with parents and guardians through technology. * Technology helps bridge distance, language barriers, and scheduling conflicts to support strong family–teacher partnerships. * Digital platforms can build positive, trusting relationships, especially when in-person meetings aren’t possible. * Educators will learn to choose appropriate communication tools and maintain confidentiality. * The course promotes inclusive, timely, and collaborative family engagement that strengthens partnerships and supports student success.

Course Navigation Overview

Here’s how to navigate the course: -> Course Home & Introduction-> Course Objectives-> Learning Modules (1–4)-> Sources & Further Resources-> Certificate of Completion-> Feedback Survey

Navigation Buttons: Module buttons Next/back first page Table of Contents Takes you to a direct page with what is described Click on the interactive button

Module 1

E-Course Table of Contents

Audience Statement E-Course Learning Objectives

• Module 1
• Module 2
• Module 3
• Module 4

Resources Certificate of Completion Feedback Survey

E-Course Outline

Module 1. Technological elements to enhance parent-teacher collaboration Module 2. Culturally Responsive Communication Module 3. Identifying the appropriate time to use specific digital tools Module 4. Creating a personalized plan for technology-based communication with All Families

Module 1

Module 2

Module 3

Module 4

Audience Statement ...

This course is designed for Pre-K through 6th grade general and special education teachers, as well as specialists (e.g., art, music, PE) who interact with parents and families.

E- Course Learning Objectives

By the end of this course, participants will be able to:

• Identify technological elements of collaborative parent–teacher relationships that enhance student learning (academic and behavioral).
• Implement culturally responsive communication to support collaborative parent–teacher relationships through technology.
• Use digital tools to communicate asynchronously with multilingual families.
• Evaluate appropriate use of digital tools in asynchronous communication with multilingual families.

Module 1

Technological Elements to Enhance Family-Teacher Collaboration

Technological Elements to Enhance Family-Teacher Collaboration

Communicating with families can sometimes be difficult due to work schedules, other children, or many other commitments. Teachers and parents who speak different languages often have a lot of miscommunications, which can become frustrating for both the teacher and parent. Teachers should work on valuing parents by finding other ways to communicate using their language, such as Remind 101 and Class Dojo.

Question

Class Dojo

Remind 101

Module 2

Culturally Responsive Communication

Culturally Responsive Communication

When we think about communicating with families that speak a different language, it can be difficult to navigate. We want to make sure that their voices are heard and valued. By using technology to reach families to communicate the strengths and needs of the child, it is beneficial to use these three supportive dialogue components: Prompting, Scaffolding, and Checking.

Prompting

Scaffolding

Checking

Module 3

Identifying Appropriate Time When Using Digital Tools

Identifying Appropriate Time When Using Digital Tools

When choosing how to communicate with families, it’s important to decide when technology is helpful and when a face-to-face or Zoom conversation is needed. We want to use tools in ways that support trust, clarity, and strong partnerships. By focusing on three key components—Context Awareness, Relationship Matching, and Purpose Alignment—we can make thoughtful decisions about the best way to communicate with families in different situations.

Relationship Matching

Context Awareness

Purpose Alignment

Module 4

Creating a Personalized Plan For Technology-Based Communication

Creating a Personalized Technology Plan

When creating a personalized plan for technology-based communication between the educator and the families, consider the technology tool preference for families, commitment to posting/communicating with families, and what will build the most trusting relationships.

Consider the Families and Their Preferences

The best time to ask for families preferences is at Meet the Teacher Night or the first week of school. Send out a survey or have face-to-face conversations with families.

Click for a downloadable link to a survey for family preferences

Consider How to Build Trusting Relationships in Your Plan

When creating your personalized plan, it is important to consider the commitment as an educator you are willing to give. The four elements of commitment are volition, bonding, dedication, and responsibility.

Volition

Bonding

Responsibility

Dedication

Self-Reflection on the 4 Commitment Elements

Click on the icon to go to your reflection form!

Consider a Time Frame You Will Communicate With Families

When creating your time frame, consider the four commitment elements we have previously covered. When creating these trusting relationships, there has to be follow-through when communicating.

Tips to consider for time frame

Purpose of communication

Frequency of communication

Responsiveness and follow-through

Time Frame Tips Reflection

Click on the icon to go to your reflection form!

Resources

Cheatham, G. A., & Lim‑Mullins, S. (2018). Immigrant, bilingual parents of students with disabilities: Positive perceptions and supportive dialogue. Intervention in School and Clinic, 54(1), 40‑46. https://doi.org/10.1177/1053451218762490 research-portal.najah.edu+2OUCI+2 Schweikert, Gigi. “Using Technology to Communicate with Parents.” Using Technology to Communicate with Parents: Tool or Taboo?, May 2014, hub.exchangepress.com/wp-content/uploads/2024/09/5021762.pdf. Cheatham, G. A., & Lim-Mullins, S. (2018). Centering families in communication about young children’s bilingualism: Implications for early childhood educators. Early Childhood Education Journal, 46(1), 39–48. Clarke, B. L., Sheridan, S. M., & Woods, K. E. (2010). Elements of healthy family–school relationships. In S. L. Christenson & A. L. Reschly (Eds.), Handbook of school–family partnerships (pp. 61–79). Routledge. Schweikert, G. (2014). Effective communication with families using technology. Child Care Exchange, (218), 3–4.

Certification

Congratulations! You have sucessfully completed our Communications Through Technology E-Course. Below is your certification of completion!

Feedback Survey

Click on this link if to give a feedback response for the E-course. We appreciate your feedback!

Remind 101

Remind 101 allows for teachers and families to have two-way communication. This application allows teachers to make classwide announcements, direct messages to certain families in private, and send reminders about projects and events.

Remind 101 also allows for texts to be translated in different languages with 90+ languages in their system.

When communicating with all families, it's critical to check each other's understanding. As teachers, we should always make sure to provide ways to make sure families understand what is being said to them. Summarize key points of a conversation, and encourage parents to do the same. By using these strategies to check understanding, we build trust from parents and show teacher's "positive perspectives of immigrant, bilingual parents" ( (Cheathum and Lim-Mullins, 2018, p.45).

Prompting

As an educator entering situations such as this, prompting can be used to "engage parents in discussion and dialogue (Richards, 2005) by asking for their ideas, suggestions, disagreement, and information"(Cheathum and Lim-Mullins, 2018, p. 44). When prompting, you want to encourage parents to bring their own understanding of their child. Prompting can give you, as an educator, insight into some cultural differences that could be contributing to the child's behavioral and academic strengths and weaknesses. By inviting the parent to bring information about their culture, beliefs, and values, the conversation is opened up for both sides to be heard and valued. A dialogue is produced instead of a one-sided communication that is so often seen.Also, when prompting this communication, it is important to be explicit in preparing the families on what will be discussed. This gives the parent time to gather their thoughts before meeting.

Completed assignments, drawings, and projects by the student

Graph showing progression of students in both English and Spanish

Providing cognates/ borrowed word to streamline communication. (vocabulary/ vocabulario, student/ estudiante, information/ informacion)

Class Dojo

Class Dojo is an online application that allows teachers to communicate with parents. The app includes features where the parent can track student behavior, student portfolios, and share them with families. Teachers and parents can also share pictures and videos of their students during class, allowing for families to see what students are doing during class. The app also allows for messages to be translated into the language of choice.

To scaffold communication with Multilingual families, provide physical representations of students' work and integrate words that are similar across both languages, English and the family's spoken language. The families need to feel at ease when walking into a conversation with parents and faculty when communicating about their child's needs and strengths. As an educator, you can facilitate this by incorporating known words by using translanguaging. When doing this, it is important to also check in and invite families in to define the meaning of some words that you translate. In English, respect might carry a different meaning depending on the language and culture. Clarifying these differences can help facilitate your understanding of the student and family, as well as help families understand the expectations of their child. By providing physical representations of what is being discussed, it gives multilingual families a visual to refer to to track the conversation. This is also a way to check in with families to see if they are understanding your praises and concerns for their child. The visual examples bridge the gap between the different languages and give these families ease so that they do not have to rely so heavily on just the English language.

Examples: "I'm not sure I understand, could you explain that." (Provide meaningful feedback)

Context Awareness

Educators evaluate what the message is about - its urgency, sensitivity, and complexity—to determine if digital communication is suitable or if an in-person or Zoom conversation is better.

Relationship Matching

Choose communication methods based on the family’s preferences, access to technology, and comfort level. This ensures tools support—not replace—positive family partnerships.

Purpose Alignment

Consider the goal of the communication. Quick updates may work well through apps or messages, while discussions involving feedback, concerns, or problem-solving often require face-to-face dialogue.

Bonding

"Involves forming connections with people, tasks, and activities within one’s work. In bonding, people frequently associate with their work because it has special meaning and importance" (Turnbull, A. et.al, 2022, p. 329).

Example:

• Two educators work together consistently to support a student with behavior needs. As they plan together, troubleshoot challenges, and celebrate progress, they become deeply connected to the shared work and to each other as partners.

Purpose of communication

The purpose of your communication will directly influence the number of times needed to communicate with families.

• General updates → weekly or monthly
• Behavior or intervention updates → daily or multiple times per week
• Relationship-building → periodic but consistent check-ins/authentic moments

Frequency of communication

The frequency of your communication can be set up at the beginning of the year and adjusted as needed.

• Hears a tip!
• During the teacher-parent night, it is a great time to establish how often and in what ways you will reach out to families.
• Be sure not to bombard them with information.

Responsivness and Follow Through

Remember predictability builds trust so a communication time frame should include expectations for:

• How quickly the educator will respond to messages (e.g., within 24 hours).
• How emergencies or behavior incidents will be handled.
• What families can expect during weekends or holidays.
• How follow-through will be ensured if an issue requires multiple updates.

Dedication

"Involves showing a very strong support for and loyalty to one’s work" (Turnbull, A. et.al, 2022, p. 330).

Example:

• A teacher regularly seeks professional development, reads new research, or meets with colleagues to improve their skills because they want to be a more effective partner for students and families.

Volition

"Volition involves a conscious choice to be committed and the power to act on that choice"(Turnbull, A. et.al, 2022, p. 329).

Example

• A teacher decides to contact a student’s family before small concerns become big issues, not because they must, but because they intentionally choose to build trust early.

Responsibility

"Involves holding oneself accountable for the outcomes of his or her work." (Turnbull, A. et.al, 2022, p. 330).

Example:

• An educator establishes a plan to update a family weekly about their child’s progress. They stay consistent, even when the updates are brief, to honor their commitment and maintain trust. This action will result in the progression of the student and a trusting relationship with families.