Parental Involvement in the Childs Learning Process: Education Reforms - Literature review Example

 Abstract The importance of parental engagement in their children’s learning has been consistently identified in the literature (Desforges and Abouchaar 2003, 7). Education reforms are targeting improvements in parental engagement in their children’s learning (Crozier 2000, xvi) Although recently, parental engagement is improving, there are still concerns that parental engagement requires improvement. The significance of parental engagement will be highlighted as a lead into to the corresponding benefits of virtual learning environments. The literature review also identifies and defines virtual learning environments, their benefits and how virtual learning environments contribute to the promotion of parental engagement in their children’s learning. The literature review will ultimately confirm the hypothesis that virtual learning environments contribute to the promotion of parental engagement in their children’s learning. Introduction By 1997, it had become increasingly clear that parental involvement was essential for child’s educational success as parents and caregivers are decidedly not only the child’s first, but most pervasive educators (Whalley, 2004). Even so, administrators, policy-makers and educators acknowledge that parental involvement in their children’s learning continue to be a problem (Fitzgerald 2004). The challenge is therefore to get parents engaged in the child’s learning. A review of the literature highlights the significance of parental engagement in the child’s learning process and the prospects of improving parental involvement via virtual learning environments (VLE). More recently a study conducted at the London Knowledge Lab, Institute of Education at the University of London in 2010 demonstrated that VLE kept parents informed of their children’s information and enhanced the opportunity for parental involvement by extending learning in the home (Jewitt, Hadjithoma-Garstka, Clark, Bahaji and Selwyn 2010). The merits of VLE as a method of improving parental engagement are therefore explored. The barriers to effective VLEs and how those barriers can be reduced, if not eliminated altogether are also examined. I. Importance of Parental Involvement/Home-school Links Parental engagement is comprised of participating in conferences with teachers, attending student programmes; taking on voluntary activities; helping the child with their homework assignment, engaging the child in conversation about school work and school experiences and establishing constructs for activities in the home (BECTA 2009). The Department of Education and Skills (DfES) released a report in 2002 which drew on a comprehensive review of the literature. The report noted that parental involvement was key to a child’s learning proficiency from early on and until age 16. Parental involvement during the early years had a positive influence on the child’s cognitive growth as well as literacy and numeracy progress. The DfES also noted that a parent’s involvement in the child’s learning was more influential than other familial factors such as family structure, size, background and the parent’s own educational background (DfES 2002). Researchers have formulated an exhaustive list of the potential benefits of parental involvement in the child’s learning process. The list includes better school attendance, better academic performance, better study habits and higher educational expectations on the part of parents (Hornby 2005). In other words, parental involvement is believed to have a positive influence on the nature of the education the child receives. There is a prevailing view that children with parental support for learning at home and children with parents that foster a learning atmosphere at home typically perform better academically than children who do not have that kind of parental support and encouragement at home (Pugh and Duffy 2010). Essentially, the positive benefits of parental engagement in their children’s learning are guiding current national education policies. Definition of VLE Buckingham (2007) describes VLE as using technological media as a supplement to teaching children. Since the child’s first encounter with technology will likely be at home, the school environment simply becomes an enhancer and supporter of learning at home. In this regard, VLE by definition, not only becomes a realistic response to the realities of the digital age but also responds to the need to improve parental involvement in the child’s learning. Essentially VLE involves the use of a learning platforms that not only act as a study and learning aid, but also acts as a method of recording and storing student and teacher activities. VLE also supports the storage and publication of student progress so that this information is linked to the home. In other words, student and teacher activities and student progress becomes assessable not only at school but at home immediately. A number of outcomes are envisioned in the VLE system. First the student not only uses technology as a educational aid, but also learns to or improves ICT skills. Secondly, teachers can instantly communicate the student’s progress to parents via the virtual world. Thirdly, parents can participate in surveys and provide instant feedback or address concerns about a student’s progress (BECTA 2010). Dillenbourg (2000) identifies the defining principles of VLEs. In this regard, the VLE has a designed information base and provides an environment where education is interactive so that spaces transform into places. The VLE also has a social network and students are both active and role players and they participate in the construction of the virtual environment. VLEs are not merely about distance learning but are also method by which the classroom lessons are extended. VLEs are comprises of learning climates that “integrate heterogeneous technologies and multiple pedagogical approaches” (Dillenbourg 2000, p. 2). VLEs are also used to reinforce or compliment the “physical environment” or the traditional classroom setting (Dillenbourg 2000, p. 2). Schools in particular use VLEs as a compliment to or expansion of classroom lessons and activities. Primary and secondary schools are increasingly using information and communications technology to compliment and extend teaching, management and learning. In a typical case, VLEs are used in schools by virtue of shared internet networks that permit teachers, students and parents to view resources and to keep in touch with one another as well as accommodate teacher surveillance and the student’s progress (Jewitt, Hadjithoma-Garstka, Clark, Banaji and Selwyn 2010, p. 4). II. A Review of the Benefits of the Use of Virtual Learning Environments at Home At the government’s request BECTA (2008A) conducted a review of the data and evidence to present a perspective on the outcomes and expected trajectory for VLE among children, families and schools. The data was collected by virtue of nationwide large surveys and research efforts. Essentially BECTA (2008A) found that there were positive outcomes with “real benefits for children, young people and adult learners” (p. 8) The benefits include “mobile learning practices that improve young learners’ achievements in core subjects”, creativity that engages students who have difficult time learning and the utilization of learning platforms to enhance the curriculum and aid relative to learning in a personal way (BECTA 2008, p. 8). Aubrey and Dahl (2008A) conducted a study on the potential benefits of using ICT in the Early Years Foundation Stage (EFFS). Research results indicate that the use of technology contributed to three primary learning areas. First, children using technology have the opportunity to improve social, emotional and personal development. Secondly, children using technology can expand world knowledge and understanding by virtue of acquiring skills in communicating, language, solving problems, reasoning, numbers, creative and playful conduct. Thirdly, children benefit by learning functional skills (Aubrey and Dhal 2008A). BECTA (2008A) is already reporting that parents are becoming more involved in their children’s education as a result of VLE systems set up in schools. Thus far 80 per cent of primary and secondary schools are using their websites to furnish parents with resources. This is twice as much as the previous year. However, only 4 per cent of the primary schools and 3 per cent of the secondary schools are using VLE systems to engage in direct communications with parents. This is unfortunate because 81 per cent of parents in a study reviewed by BECTA (2008A) indicated that they wanted to have more feedback about their children’s learning “progress” . This means that parents would likely become more involved with their children’s learning progress if schools used ICT to publish the children’s progress. This is supported by another study reviewed by BECTA (2008A). In this study, parents indicated that they wanted the relevant school to make provision for a website that revealed the latest information on how their children were performing. Drawing on BECTA’s (2008A) report, it is reasonable to assume that the use of VLE can promote parental engagement with their children’s progress. Aubry and Dahl’s (2008A) research found that families are supportive of children up to age five using technology at home and encourage an ICT education at school. Moreover, parents are working with their children and interacting with them when their children use technological systems (Aubry and Dahl 2008A). It would therefore appear that parents themselves become engaged in the child’s use of technology and even participate. It follows from this, that parents would also be engaged in their children’s VLE use and naturally will improve parental engagement in the child’s learning process and progress. The benefits of VLE are further supported by the wisdom implicit in informing parents. BECTA (2009) maintains that, “an informed parent is a more engaged parent” (p. 5). Moreover, a parent that is not informed is unable to become involved in their children’s learning progress. However, VLE takes the idea of informing parents to a higher level by facilitating two-way reporting. It is not just the channelling of information from school to parent. It also facilitates parental responses. In other words, “information and knowledge flows in both directions” so that both parent and school are informed of the child’s progress (BECTA 2009, p. 7). BECTA (2008C) sets out the overall benefits of ICT reporting for parents. The ICT reporting process permits parents to gain access to information relative to their child’s progress and experiences in school at any time and at any place. As a result the parent can gain a greater understanding of their child’s schooling and with that comes the opportunity to provide greater and more effective support for the child’s learning progress (BECTA 2008C). This means that the parent is aware of the child’s strengths and weaknesses, attendance record, behaviour in school and can choose if and how to monitor the child’s homework, attendance, behaviour and to arrange conferences with teachers if necessary. III. Barriers to using VLE’s at home: digital divide, parents’ ICT skills, socio-economic barriers Gillespie (2006) identified a number of barriers to using the VLE at home. Of particular importance is the lack of equipment at school which could be problematic for students who do not have equipment at home. This is particularly relevant in light of McPake et al’s (2005) caution about a digital divide that segregates lower income families from families of higher income. McPake et al (2005) conducted case studies aimed at comparing the use of and access to ICT and how income impacted young children’s competence relative to ICT in the home. Essentially, the surveys did not find a link between ICT incompetence and income although perceptions were that families of lower income would not be able to afford computers. McPake et al’s (2005) study found that lower income families were making sacrifices to acquire ICT equipment for their (McPake et al 2005). BECTA (2009) however, does not share McPake et al (2005) perspective on the digital divide and insists that there is a digital divide in the UK. According to BECTA (2009) on both a “social” and “spatial” level, ICT is “unevenly distributed” in the UK (p. 16). Access depends on a number of variables such as gender, age, education and income (BECTA 2009). Although the government has taking steps to narrow the digital divide by supplying computer access to “all families with school-aged children”, this only partially resolves the problem (BECTA 2009, p. 17). The issue is not only access to computers, but how computers are being used. The fact is, people use computers for different purposes, depending on their social or socio-economic status and this creates a digital divide as well (BECTA 2009). IV. Overcoming the Barriers The main barriers to VLE in the home are access to and the appropriate use of computers. The access barrier can only be removed by efforts calculated to ensure that computers are more evenly distributed among UK homes with school-aged children. BECTA (2009) informs that the government is already taking active steps to address this barrier by ensuring that all UK school-aged children have access to computers and the internet. The e-Learning Foundation (2009A) reports that it is actively taking steps to “reduce” the digital divide by coordinating with schools, parents and others to “ensure that all children have access” to the appropriate technologies at home and in school (e-Learning Foundation 2009). Since 2001, e-Learning Foundation has assisted over 460 schools with providing ICT access to more than 100, 000 families (e-Learning Foundation 2009A). Similar initiatives by other stakeholders and charities would close the digital divide and eliminate the access barrier to VLE in the home. The e-Learning Foundation (2009B) provides parents with advice designed to remove the barrier relative to the irresponsible use of computer technologies by their school-aged children. In this regard, parents are required to closely monitor their children’s use of the computer and pay particular attention to their children’s browsing habits and social networking habits (e-Learning Foundation 2009B). Essentially parents need to be actively involved in their children’s computer habits and by doing so, they too will acquire the skills necessary for using ICT and participating in the VLE systems. Conclusion Parents’ involvement in the child’s learning has been the subject of attention in the last few decades and is particularly important for educators who are attempting to close the achievement gap and to improve students’ academic success generally (Cooper, Valentine and Como 2001, 195). A review of the literature reveals that parents have for the most part have been using VLE where available and expressed a desire to have greater or actual access to websites relative to the progress their children are making. This is a manifestation of the fact that parents will become more engaged in their children’s learning. Two main barriers to VLE participation in the home have been identified. However, the literature reveals that neither of these barriers are insurmountable. Efforts are now underway by the government and charities such as the e-Learning Foundation to remove or at least reduce the most significant barrier: the digital divide. As for the improper use of computer technology, parents can remove this barrier by monitoring the way that their children use computers. This alone increases parental involvement in the child’s learning process. After all, the end goal is to ensure that parents take some responsibility for their children’s learning. Bibliography Aubry, C. and Dahl, S. (2008A) “A Review of the Evidence on the Use of ICT in the Early Years Foundation Stage”. Early Childhood Research Unit, Institute Education, University of Warwick, Coventry, BECTA. Barajas, M. (2003) Virtual Learning Environments in Higher Education: A European View. Barcelona, Spain: Edicions University Barcelona. Barajas, M. (2003) Learning Innovations With ICT: Socio-Economic Perspectives in Europe. Barcelona, Spain: Edicions University of Barcelona. 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Staffordshire, England: Trentham Books Limited. Dillenbourg, P. (2000) “Learning in the New Millennium: Building New Education Strategies for Schools”. EUN Conference 2000, Workshop on Virtual Learning Environments. University of Geneva. Desforges, C. and Abouchaar, A. (2003) “The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: A Literature Review.” Department for Education and Skills, Research Report RR433. DfES (2002) “The Impact of Parental Involvement on Children’s Education.” DfES. http://www.northlincs.gov.uk/NR/rdonlyres/5C39FCD7-8075-40FD-9A08-06614F4FEB1D/14909/TheImpactofParentalInvolvementon365kb2.pdf (Retrieved 6 May, 2011). e-Learning Foundation (2009A) “Overcoming the Digital Divide”. http://www.e-learningfoundation.com/about-us1 (Retrieved 8 May 2011). e-Learning Foundation (2009B) “Parent Information”. http://www.e-learningfoundation.com/internet-access (Retrieved 8 May 2011). Fitzgerald, D. 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US Department of Education, National Center for Education Statistics. “Parent Involvement in Children’s Education: Efforts by Public Elementary Schools”. NCES 98-032, Washington, DC. Whalley, M. (2004) Involving Parents in Their Children’s Learning. London, England: Paul Chapman Publishing. Read More