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Dr. Becky Sue Parton & Dr. Robert Hancock Southeastern Louisiana University

Using Social Networking to Increase the Bond between Teachers and Parents: Implications for Residential Schools for the Deaf. Dr. Becky Sue Parton & Dr. Robert Hancock Southeastern Louisiana University. AECT 2010 – Anaheim, California.

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Dr. Becky Sue Parton & Dr. Robert Hancock Southeastern Louisiana University

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  1. Using Social Networking to Increase the Bond between Teachers and Parents: Implications for Residential Schools for the Deaf Dr. Becky Sue Parton & Dr. Robert Hancock Southeastern Louisiana University AECT 2010 – Anaheim, California

  2. Using Social Networking to Increase the Bond between Teachers and Parents: Implications for Residential Schools for the Deaf Abstract: Teachers at residential schools for the Deaf do not often have the same opportunity to communicate with parents that teachers in local schools do. Likewise parents may not see the daily activities of their children. By using social networking tools, it may be possible to create stronger bonds between teachers, parents, and students. In this study, teachers used Flip camcorders to record students in the classroom then shared videos, photos, & messages with remote parents. AECT 2010 – Anaheim, California

  3. Using Social Networking to Increase the Bond between Teachers and Parents: Implications for Residential Schools for the Deaf • Literature Review Highlights: • Teaching Presence is a factor in distance education • Likewise, teachers want to establish a bond with parents whose children live at a residential school. • Social networking is helping in distance classes: • cell phone texting • twitter messages • audio comments • Video messages have been limited until recently due to complexity (for the average teacher) & file size. AECT 2010 – Anaheim, California

  4. Using Social Networking to Increase the Bond between Teachers and Parents: Implications for Residential Schools for the Deaf • Our pilot study: • Question – Can social networking techniques that work with teachers/students for distance based classes be modified and used for parents/students/teachers at residential schools for the Deaf? • Subject – A pre-school teacher at Louisiana School for the Deaf and a family whose child (4 years) lives in the dorm. • Strategy – The teacher used a Flip camcorder to record daily activities, post to a private channel & share with the parents. AECT 2010 – Anaheim, California

  5. Using Social Networking to Increase the Bond between Teachers and Parents: Implications for Residential Schools for the Deaf • Results: • Teacher reported that the videos were easy to create and share using the Flip camcorder & on-line system. • Teacher reported an enthusiastic response from the parents who enjoyed seeing what their child had done at school. • The teacher also used the Flip creatively – she recorded messages from the child directly for his parents and posted those as well. • The teacher also started a blog and posted public photos for the parents as well. AECT 2010 – Anaheim, California

  6. Using Social Networking to Increase the Bond between Teachers and Parents: Implications for Residential Schools for the Deaf • The process – demos, samples, & discussion! • Sample videos from the flip • Demonstration of the private flip channel & sharing • Discussion regarding social media & teachers/parents AECT 2010 – Anaheim, California

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