Cheryl+Carroll

//How will your study fill a gap in the current research? // Gap in the Research: No Child Left Behind Act (NCLB) decrees that all Title I schools ensure the participation of parents in regular two-way, meaningful communication creating an strong alliance to assist in increasing the child’s academic learning experiences (NCLB, 2002, § 9101, [32] “Parental Involvement”). The educational problem I am exploring is the effects of communication technology to increase parental involvement (PI), as well as, to increase students’ self-efficacy concerning their learning environment. Current research claims the positive effects of parental involvement, but gaps remain in the different ways parents can be involved without sacrificing valuable time from their work place. Furthermore, teachers lack professional development on the importance and roles of parent collaboration and may feel intimidated during face-to-face encounters. Technology creates the means to create a collaborative environment that includes active participation of all stakeholders. //How will your research advance the profession of educational technology? // Parents are stakeholders in the educational system; therefore parents operating on a tight schedule need an alternative means to become actively involved. The little research on Edline’s impact to increasing parental support reveals conflicting results: Edline's technology is not conducive to developing a culture of independent learners, while the other reason Edline provides a sense of educational accountability (Kokoszka, K., 2009). Furthermore, Coleman & McNeese (2009) reveals the relationship among PI and student motivation (SM) proved weak in strength; whereas, the associations between PI and academic achievement (AA), as well as, AA and SM proved adequate in strength. Bokhorst-Heng (2008) claims parents are most concerned with how to connect and communicate with their child’s learning environment. These variables recognize the need to identify the impact of communication technology without parents losing valuable time from their work place and without being visible in the classroom setting. The research seeks to identify a strategy to cultivate adolescent independence in a collaborative fashion, (Coleman & McNeese, 2009). //How will your research effect positive social change through the “improvement of human or social conditions by promoting the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, or societies?” // Determining the impact of communication technology will serve to provide the means that create a collaborative environment for all stakeholders in the education system. Edline allows parents to remain actively involved, without visually being present in their child’s classroom environment. Edline enables students to self-monitor their academic progress without the presences of their parents gaining a sense of independence. Spending less time being face-to-face with parents provide the educators more time to determine students’ interest in order to tailor their teaching toward increasing SM. As SM increases, academic achievement increases developing a positive environment for all stakeholders. The three journals I would like to offer my research would be to the: Journal of Research on Technology in Education, Learning and Leading with Technology, Journal of Technology and Teacher Education. The research focuses on the student outcome through the effects of communication technology to create collaborative environments in the education system.
 * Module 5 - Significance of the Study & Dissemination of Research **
 * Significance of the Study **
 * Dissemination of Research **

One conference I would like to offer my research would be to Association for Educational Communication and Technology (AECT) whose mission provides leadership in educational communications and technology. The other conference would be International Society for Technology in Education (ISTE) who dedicates support to the use of information technology to promote knowledge and teaching of K -12 educators and students.

Resources:

Bokhorst-Heng, W. (2008). School-home partnerships to nurture adolescent literacy. Middle-School Journal, 39(5), 40-49

Coleman, B., & McNeese, M. (2009). From home to school: The relationship among parental involvement, student motivation, and academic achievement. The International Journal of Learning, 16(7), 459-470.

No Child Left Behind Act of 2001, 20 U.S.C. § 6319 (2008). Kokoszka, K. (2009). A case study approach to the perceptions of Edline™, a K-12 technology solution software, at a small Catholic high school in southern Massachusetts. Johnson & Wales University, Retrieved from http://scholarsarchive.jwu.edu/dissertations/AAI3355870/
 * Module 4: Methodology**
 * Table 1**
 * **Research Methodology** ||  **Strengths**  ||  **Limitations**  ||  **Authoritative Primary Source for This Methodology**  ||  **Why I Will or Will Not Use This Method**  ||
 * **Quantitative: factor analysis** || FA reduces data by determining the underlying variables (different forms of communication technologies) that are reflected in the observed variables (student achievement). || Obtaining the 300+ sample size required to have a good analysis may limit my option in selecting this approach. || Middle school teachers, in addition to the technology specialists will become the primary source for my research. || Due to the required sample size, I will not select factor analysis as my approach to my research. ||
 * **Quantitative:**
 * quasi-experimental** || Since participants are not randomly selected this methodology assures I will be testing and collecting from a sample of teachers and parents that utilizes technology. || Selecting a known sample reduces the validity of the study. || Middle school teachers, parents, and technology specialists will become the primary source for my research. || To prevent issues that may arise concerning validity, I will not select this approach for my research. ||
 * **Quantitative:**
 * Regression / correlation analysis** || Both methods analyze the relationships among variables with a predetermine hypothesis (technology & parent involvement = positive learning environment). || Neither approach can establish a cause-and-effect relationship. Both methods only indicate how or to what degree the variables are linked with one another. I will place the cause-and-effect relationship in the hands of my readers. || Technology specialists and Assistant Principals will become the primary source for my research. The technology specialist has access to which parents and the amount of times they sign in to Edline. I can gain access to pre-and post- math assessments from the AP utilizing “Achievement Series.” || **I will select one of these approaches as my methodology, although uncertain to which one would best analyze my research.** ||


 * Table 2**


 * **Research Questions** ||  **Methodology**

. ||  **Sample**  ||  **Data Collection**  ||  **Statistical Analysis**

If you are able to provide this, please do so. || Regression / correlation analysis || Assistant Principals || Math pre-and post-scores will be collected through software known as “Achievement Series.” || Bivariate linear regression, (Green & Salkind, 2001, p. 276) || quasi-experimental || Parents || Survey (e.g. What approaches do you use to stay connected; How does Edline increase your efficacy toward your child’s learning experience/) ||  || Resources Green, S. & Salkind, N. (2011). //Using SPSS for windows and Macintosh: Analyzing and understanding data// (6th ed.). Upper Saddle River, NY: Prentice Hall Spector, J.M., Merrill, M.D., Merrienboer, J.V., & Driscoll, M.P. (Eds.). (2008). //Handbook of research on educational communications and technology// (3rd ed.). New York: Lawerence Eribaum Associates.
 * **1.**
 * How does parent monitoring of a child's learning environment affect the child's achievement?** || Quantitative:
 * ^  ||^   || Technology Specialists || Technology will print out a list of the number of times, and time usage of parents using Edline to monitor their child’s learning environment. || I will convert the number of hits to z scores due to the possible variance, then to percentile ranks, (Green & Salkind, 2011). ||
 * **2.** To what effect does communication technology have on students math scores? || Quantitative: factor analysis || Assistant Principals || Math pre-and post-scores will be collected through software known as “Achievement Series.” ||  ||
 * ^  ||^   || Math teachers || What methods do teachers use to communicate students’ learning environment? ||   ||
 * **3.** How does Edline affect parents’ self-efficacy and involvement toward their child’s learning environment? || Quantitative:
 * ^  ||^   || Math teachers ||   ||   ||


 * Module 3: What Questions Should We Be Asking?**
 * Gap in the Research** – No Child Left Behind Act (NCLB) decrees that all Title I schools ensure the participation of parents in regular two-way, meaningful communication creating an effective alliance to assist in increasing the child’s academic learning experiences (NCLB, 2002, § 9101, [32] “Parental Involvement”). In addition, NCLB (2002) requires the active participation among parents or legal guardians at home, as well as other campus activities. There is no doubt to multitude of research declaring the positive effects of parental involvement and students’ academic gain. Nevertheless, there is little evidence to the resources required to ensure effective parental involvement among K – 12 students.


 * Research Questions** – How does communication technology create an atmosphere of effective parental involvement? To what extent has communication between parents and middle school teachers’ change through the use of Edline? Based upon the perception of all stakeholders (students, parents, teachers, and administrators) how does Edline encourage active parental involvement?


 * Problem Statement** – The problem area lies in observing the positive effects of utilizing technology as a source for engaging parental collaboration. The research is in agreement that active parental involvement increase students’ academic learning gain, in addition to, their attitude to their education environment. The research lacks to maintain an relationship between communication technologies toward parents’ self-efficacy of their child’s learning environment. In essence, further research is needed to connect and assess the effects of communication technology and parental involvement to increase both the student’s and parent’s self-efficacy toward their learning outcome.


 * Theory** – Four of my five research studies referenced previous studies. Only one article referenced a theory. The author selected Joyce Epstein’s theory that communication between teachers and parents has been shown to increase the student’s self-efficacy and increase student’s academic learning gain (Epstein, 2005). The Theoretical framework for my research focuses on Albert Bandura’s Theory of Self-Efficacy, in addition to, Joyce Epstein’s theory that school, family, and community are indispensable "spheres of influence" on children's educational development (Epstein, 2005).

Bandura, A. (1994). //Self-efficacy//. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol.4, pp. 71 – 81). New York: Academic Press.
 * References:**

Epstein, J. L. (2005). //A case study of the partnerships//. Phi Delta Kappan, 76(9), 701 – 712.
 * Module 2:** **Literature Review**

In order to obtain a macro view in a quantitative approach, the analysis to a research topic must look beyond the initial stakeholders. In my study, “How does technology provide the means to actively, engage parental involvement in their child’s learning environment,” the end results affects the community and school district, as well. Research has proven and with no doubts active involvement increases students’ self-efficacy and academic learning gain. I think there is a need to reduce the gap among technology and active engagement for parents to raise their effectiveness in their child’s learning experiences. Increasing the efficacy in a community of learners, will evolve positively on the school district, as well as for economic growth.

My quantitative study begins on the conceptual framework that parent involvement increases students’ learning gains, as well as creates effective learning environments. The study will build on Bandura’s theory of self-efficacy to determine how software creates active parental involvement. Taking a conceptual framework approach justifies my research and helps to analyze the data with meaning.

With that being said, five areas I want to begin to understand are as follows: self-efficacy, parental involvement, communication technology, social-learning theory, and connectivism.

According to Albert Bandura (as cited in Cherry, n.d.), self-efficacy is the belief in one’s capabilities to organize and execute a course of action to manage potential situations,” (1995, p. 2). Analyzing the attributes that increase a parent’s view of their effectiveness toward their child’s learning environment becomes based upon their interpretation of active involvement.
 * 1. Parents views on self-efficacy**

Hoover-Dempsey & Ice (2011), states that parents’ using social networks may welcome alternative methods, which provide the contextual invitation to school involvement, (p. 341). Nevertheless, parental involvement can be generalized from sending in supplies to face-to-face weekly interaction with their child’s learning environment. I think it becomes necessary to determine parents’ perspective of active involvement.
 * 2. Parental Involvement**

Technology (e.g. Edline) offers parents who operate on a tight schedule, the means to become actively involved in their child’s education. There is little research on how Edline affects parental involvement, although one study determined Edline's technology is not conducive to developing a culture of independent learners, while another portion feel Edline provides a sense of academic accountability (Kokoszka, K., 2009).
 * 3. Communication technology (Edline)**

Research proves web-based learning environments creates a mean to enable learners to interact and observe while responding to one another. Edline, a web-based software, may contribute to the development of a more interconnected community of learners. In a classroom environment, teachers, students, and parents develop a community of learners. Nevertheless, further study of the social-learning theory may help to determine the stakeholders’ sense of community of learners.
 * 4. Social-learning theory**

According to Siemens & Downes (as cited in Hill & Kop, 2008) the starting point for learning to occur starts when knowledge actuates through the process of connecting to and feeding information into a learning community. Based upon the theory of Connectivism, Edline provides the means to connect, distributed, and receive knowledge in a child’s personal learning experience (p. 2).
 * 5. Connectivism**

References: Cherry, K. (2012). //What is self-efficacy?// About.comPsychology. Retrieve July 1, 2012 from http://psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm

Hill, A. & Kop, R. (2007). Connectivism: //Learning theory of the future or vestige of the past?// International Review of Research in Open and Distance Learning, Vol.9/3 Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewArticle/523/1103%22...do

Hill, J., Song, L., & West, R. (2009). //Social Learning Theory and Web-Based Learning// //Environments: A Review of Research and Discussion of Implications.// American Journal of Distance Education, 23, 88-103. doi:10.1080/08923640902857713

Hoover-Dempsey, K., & Ice, C. (2011). //Linking parental motivations for involvement and// //student proximal achievement outcomes in homeschooling and public schooling settings.// Education and Urban Society, 43, 339-369. doi:10.1177/0013124510380418

Kokoszka, K. (2009). //A case study approach to the perceptions of Edline(TM): A K--12// //technology solution software, at a small Catholic high school in southern Massachusetts.//"//Dissertation & Theses Collection.// doi: AAI3355870.

My area in education research is the effects that No Child Left Behind (NCLB) has on parental involvement. No Child Left Behind (NCLB) Act, signed in 2002 by President George W. Busch, decrees that all schools receiving government funds, also known as Title One, are required to ensure the participation of parents in regular two-way, meaningful communication. NCLB (2002) mandates the vital partnership among parents or legal guardians and their child’s academic learning experiences (NCLB, 2002, § 9101, [32] “Parental Involvement”). To achieve this goal set by NCLB, an educator must seek the necessary variables, (e.g. technology). The statistical assumption is that parents who have a direct link to their child’s academic progress will respond best to teachers, as well as, increase their involvement. Communication between teachers and parents nurtures parents’ involvement which has been shown to increase the student’s self-efficacy. Student’s self-efficacy increases the student’s academic learning gain (Epstein, 2005). Technology (e.g. Edline) offers elementary school parents the means to become actively involved in their child’s education without losing valuable time from their work place or visible in the classroom setting, therefore, cultivating adolescent independence in a collaborative fashion (Rogers & Wright, 2007). How does technology (e.g. Edline) increase (if any) parental involvement? The theoretical framework of this study focuses on Albert Bandura’s Theory of Self-Efficacy. Bandura perceived self-efficacy as one's beliefs about their own abilities will provide designated levels of performance (Bandura, 1994). In addition, according to George Siemens theory of Connectivism (2006) knowing and learning are defined by connections. Learning is ongoing in development and communication. Parental involvement, either directly or indirectly, has been connected to students’ outcome in various ways, (Rogers, et al, 2009). Students of parents that incorporate technology (e.g. Edline) as a form of communication in order to connect to their child’s learning environment will show an increase in self-efficacy, (Rogers & Wright, 2007).
 * Module 1**
 * Research Interest**
 * Research Question**
 * Theoretical framework**

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol.4, pp. 71 – 81). New York: Academic Press. Epstein, J. L. (2005). A case study of the partnerships. Phi Delta Kappan, 76(9), 701 – 712. No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425 (2002). Rogers, M., Theule, J., Ryan, B., Adams, G., & Keating, L. (2009). Parental involvement and children’s school achievement: Evidence for Mediating Processes. Canadian Journal of School Psychology, 24, 34 – 58. Rogers, R. & Wright, V. (2008). Assessing technology’s role in communication between parents and middle schools. Electronic Journal for the Integration of Technology in Education. Vol. 7 Siemens, G. (2006). //Knowing knowledge//. Manitoba, CA:Wordpress. U.S. Department of Education. (2004). //Parental involvement: Title I, Part A, non-regulatory// // guidance. // Retrieved July 25, 2011, from http://www.ed.gov/programs/titleiparta.doc
 * References**