Running head: COMMUNICATION WITH SOCIAL MEDIA

Using Social Media to Increase Parent Involvement and Communication in Education

Heidi Gruber
University of Memphis IDT 8500

Chapter 2 Review of Literature

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Parent-teacher communication has always been a critical need for school districts and
families. The No Child Left Behind (NCLB) Act mandates that districts reach out and
communicate with all parents and families and incorporate them in activities, which will
encourage student involvement and achievement (U.S. Department of Education, 2004). The
significance of parental involvement in schools and families is undeniable; moreover, its effect
on student achievement has been researched, examined, and confirmed (Bryant 2000; Epstein,
1998; Epstein 2002; Henderson & Mapp, 2002).
The research indicates that parental involvement in the students academic life
will result in students with improved rates of academic success. To maximize parental
involvement and student achievement when more parents are working, schools need to examine
ways to reach those parents and perhaps utilize technology and other forms of electronic
communication. Electronic communication and technology has the potential to connect teachers
and administrators to parents and families.
As the availability and access parents have to technology continues to increase, the
possibilities for connecting parents to their childs schools and increasing communication
between those groups will continue to increase. Schools will continue to invest in websites,
phone systems, parent portals, online curriculum, technology applications and many of the other
available educational technologies that seek to connect the childs school and home life. As
technology continues to develop, the ability for parents and families to connect to schools will
continue to expand. In addition, schools continue to explore other methods and devices to
connect the schools to home in an effort to increase parental involvement. In particular, schools
have begun to explore the use of social media applications for parent communication and
involvement. As technology continues to improve and develop the evolving communication and

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social media technologies may create the ability for schools to increase the number of
opportunities and the overall quality of the parents involvement in their childs academic lives.
Districts and schools are currently (and should continue) to seek methods to utilize the emerging
technology to promote better communication between parents, families, and teachers.
Unfortunately, this has been a limited effort among school districts and could be the result of a
number of factors. These include lack of training for teachers, lack of funds, and disinterest in
emerging technology. In order to achieve the successful implementation of parent
communication strategies; parental beliefs must also be aligned be with the goal and should be
influenced by the overall level of teacher parent communication. When teachers themselves
advocate for involving the parents in their childs education, those parents will be more likely to
support their childs at home learning, and at the same time those students will be more likely to
be seen in positive light by their teachers.
The literature review was performed by focusing on articles, that examined and discussed
using social media to increase parental involvement and communication. This review of
literature was conducted using a variety of databases, which include JSTOR, ERIC, Google
Scholar, and Education Full Text. The keywords used to conduct the research were social media,
parental involvement, communication and technology. The majority of the research and
literature examined in this review was collected from peer reviewed journals articles,
dissertations, and books.
This literature review will first examine the concept of parental involvement in k12 schools, by reviewing the different forms of parental involvement that have been identified.
Thereafter, both the benefits and barriers of parental involvement will be reviewed. Once the
concept of parental involvement and its benefits/barriers are established, the current status of the

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use of social media to promote parental involvement in k-12 schools will be explored. From
there, this literature review will identify the current educational practices which utilize social
media and how professional development can be effectively developed in the same context. The
literature review will then proceed to examine the benefits and barriers of social media in
general, as well as the benefits and barriers of social media when used to connect with parents.
After the comprehensive literature review, as discussed above, of parental involvement and
social media is completed the review will ultimately conclude and identify implications in the
literature, gaps in the literature, and discussions and recommendations for future research on this
topic.
The Current State of Parental Involvement
Parental Involvement has always been at the forefront of education development.
Districts, Schools Leaders, and teachers have sought to establish parental involvement. Since the
1960s, this has also been the focus of legislation. The Elementary and Secondary Education Act
of 1965 (ESEA) was focused on involving parents in their childs education (Lunts, 2003).
Shortly thereafter, the Civil Rights Act of 1964, sought to involve and connect with the parents
of students with disabilities (Lunts, 2003). More recently, (NCLB) mandated that school districts
work with parents to develop a family involvement policy. The goal of the policy would be
improve student achievement through increased school partnerships and parental involvement
(U.S. Department of Education, 2001). Overall, the shift to legislating that parents must be
involved in their childs lives and the teachers must seek to motivate that involvement,
demonstrates the importance of parental involvement on academic achievement.
As the legislation began to sink into the school districts, the definition of parental
involvement began to take on more meaning. Parental Involvement is defined as parents who

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attend school events and participate in their childs education. As part of those school events,
parents can participate in PTA functions, volunteering, assisting with homework, and
encouragement of their child (Balli, Wedman & Demo 1997). There are similar but alternative
definitions of parental involvement, as Kohl, Lengua, and McMahon (2000) defined parental
involvement as Parent involvement (a) direct contact with teachers; (b) parent actions at school;
and (c) parent actions at home.
Those definitions typically focus on the parent and child, while Galligher, Bagin, and
Kindred (1997), defined parental involvement with more of an overall community focus.
Galligher, Bagin, and Kindred believe parental involvement is systematic, continuous, two-way
communication between the school and the public. The most widely recognized definition of
parental involvement is from Epstein (1995), Epstein defined parental involvement as
...communication between school personnel and parents about their children (p. 703).
The present types of parental involvement in k-12 schools. As discussed above, the
research conducted has demonstrated that parental involvement in a childs education, will have
a positive impact on their academic achievement (Allen, 2005, Epstein 2002, and Mapp &
Henderson, 2002). Dr. Joyce Epstein has conducted a significant amount of this research; Dr.
Epstein the director of the Center for School, Family, and Community Partnerships at John
Hopkins University in Baltimore, Maryland. Moreover, the theory related to parental
involvement and its impact, was developed by Epstein. Dr. Epstein examined the concept of
overlapping spheres, which influenced schools, families, and communities as the major
institutions responsible for the education of children (Epstein, 2002) These same entities,
schools, families and the community, should work together to influence the children in positive
and constructive ways (Epstein, 2002).

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As part of Epsteins research on parental development, she developed the most utilized
classification of parental involvement in educational research:
1.) Parenting: this includes the basic responsibilities of families including
housing, health care, nutrition, clothing, and safety. In addition, this should
include support of the childs learning; 2.) Communicating: this category includes
establishing two-way communication between the parents and school. This can
involve communication from directly from the parents to school or via
correspondence; 3.) Volunteering: this category refers to those parents who wish
to volunteer their time without compensation in educational activities and school
operations. This does not include PTO/PTA activities; 4.) Learning at Home: this
category involves parents who are involved in curriculum- related activities at
home (completing homework, school work, or school projects); 5.) Decision
Making: this category includes parents who are involved in PTA, PTSA, school
committees, and advisory counsels; 6.) Collaborating with the Community: this
category refers to understanding the community and working with those
organizations which contribute to schools, students, and families (Epstein et al,
1995, 1997).
Two significant types of involvement, included in these six, which are most relevant to
encouraging parent communication with social media are developing two-way methods of
communication and creating methods for parents to work with their children academically at
home.
In 1995 and 1997, HooverDempsey and Sandler proposed a theoretical model of the

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parental involvement process. This model is a representation of decades of research on family

involvement. Structured in five levels, the model addresses three essential questions: 1. Why do
(and dont) families become involved? 2. What do families do when they are involved?; and 3.
How does family involvement make a positive difference in student outcomes? Taking a
psychological perspective, the model explained why parents become involved in their childrens
education and how their involvement makes a difference in student outcomes.
Benefits of parental involvement. The focus on parental involvement in both
educational practice and legislation, has been primarily motivated by the benefits of parental
involvement on academic achievement. This fact has been researched time and again and
continuously demonstrates that parental involvement is crucial to a students success in school
(Kagan 1984, Dornbush & Ritter, 1988, Epstein 2002, and Harris & Goodall, 2007).
The article, A New Wave of Evidence, (Henderson& Mapp, 2002) examined
numerous studies and compiled the results to develop specific ways children benefit from
parental involvement: improved grades and test scores, homework completion, higher graduation
rates, increased post-secondary school enrollment.
In addition, several studies examined how schools with a successful parental involvement
program had improved scores on state assessments as opposed to those schools with no parental
involvement program or a dysfunctional program (Henderson & Mapp, 2002). Other studies
found that parental involvement also has a significant effect on a childs behavior in school and
their motivation to perform (Brooks, Bruno, & Burns 1997, Epstein 2002, Mapp & Henderson,
2002). Based on the overwhelming evidence and marked positive impact parental involvement
can have on children, the literature has demonstrated that schools, families, and communities,
must make a concerted effort to motivate parents to become involved in their childs lives and

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education (Deutscher & Ibe, 2002).

Barriers to parental involvement. If parental involvement were easily achieved
everyone would be doing it, and likely all enjoying the academic impact; however, there are
several barriers to parental involvement, the most significant are reviewed below. More often
than not, the barriers encountered in parental involvement pertain to demographic and income
level. Parents at higher levels of income have more opportunities and liberty to participate in
their childs education than those parents of lower income (Chavkin & Williams, 1989). This
distinction is reinforced because lower income parents have less flexible work schedules,
multiple jobs, or less access to the Internet or cellphones. Furthermore, despite the fact that there
is clear and significant evidence that parents and schools will benefit their children if they work
together and communicate, teachers often encounter poor involvement and express disdain for
the apathy of parents (Eccles & Harold, 1993). Most parents report an interest in working with
their childs teachers and school, but a U.S. Department of Education Study found that only 57%
of parents actually participated in parent teacher conferences (Blanchard, 1999, Eccles & Harold,
1993, and U.S. Department of Education, 2001).
Parents not participating in parent teacher conferences is not the end of the story,
several researchers have found that parents were in fact interested in their childs education, and
believed teachers and schools administrators to be part of the process (Chavkin & Williams,
1989, and Miretzky, 2004). Notably, these studies were conducted 15 years apart and still
demonstrated a continued interest for parents to participate in their childs education and
communicate with parents.
A less obvious but common denominator emerged among the research related to parental
involvement barriers, specifically, time. The U.S. Department of Education, conducted research

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which demonstrated that among both educators and parents an overall lack of time to participate,
to learn how to improve participation, and to reach out to those who do not participate was
apparent (U.S. Dept. of Education, 2001).
Barriers to parent involvement are encountered among all races and demographics. Most
parents and schools desire to have a meaningful two-way school-to-home communication, and
often find that various types of barriers interfere. As school personnel explore and consider new
methods and strategies for increasing parent involvement, the barriers and the methods of
overcoming them must be considered. Innovative strategies and practices, which utilize
technology, are showing encouraging results in schools around the globe (Catsambis, 2001;
Hoover-Dempsey & Sandler, 2005).
The current status of social media used to promote parental involvement in K-12 schools.
Social Media is defined as the use of Web-based technologies to transform one-way
communication into an interactive online dialog (Dixon 2012). Social media encompasses a
number of formats including social networking, blogging, and digital content sharing. Social
media is modifying communication by developing numerous online communities, which allow
several users to contribute, comment, and create on the same platform. Social media is designed
to provide a platform for users to contribute and communicate with many users allowing those
users to exchange information and ideas.
Social media has seen unprecedented growth since its inception and particular in the
ability to communicate on different platforms. At first, it was just a way to connect with friends
at school and it has now grown into an ideal method of communication. Over its development,
Social media has evolved in several formats including: Blogs, E-Newsletters, Multimedia
Hosting Sites, Online Survey tools and Social Networks which include: Twitter, Facebook,

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LinkedIn, YouTube, and even Pinterest. Most serve a different purpose but all fall under the
heading social media. Dabbagh and Kitsantas (2012) defined as "a variety of networked tools or
technologies that emphasize the social aspects of the Internet as a channel for communication,
collaboration, and creative expression, and is often interchangeable with the terms Web 2.0 and
social software. A national phone study conducted in 2012 by the Pew Research Centers
Internet & American Life Project indicated that 72% of adult Internet users use social media
networking sites, of the 1800 polled. In addition, Internet users under 50 generally used social
media networking sites considerably more than participants over the age of 50. Those
participants in the 18-29 age group had the highest use at 89%, this was 11 percentage points
higher than participants in the age range of 30-49, and almost 30 percentage points higher than
those in the 50-64 age range (Brenner, 2013).
Based on the overwhelming use and availability of social networking, Bauch
(2000) and McAfee & Leong (1997), as well as other researchers, stressed that schools must
begin to develop and accept alternative means of communication, including email and social
media to provide the family/teacher connection as eventually these may be the only methods
available or acceptable. Bauch (2000) found that email and digital forms of communication have
changed the traditional methods of communication for families and are in the process of
revolutionizing the method of communication between these groups. He found an increase of 4.6
times in school-to- home interaction through using the Transparent Model as an indication of the
role technology can play in school-to-home communications (Bauch, 1989).
The transition to social media has evolved from voicemail, email
and the classroom webpage. Chastain (2008) determined that using email, in addition to a
classroom website, would offer both a convenient method for posting information and for

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reaching out to parents. The classroom websites could provide daily assignment information and
updates regarding classroom activities (Chastain, 2008). As more individuals, become exposed to
the internet and social media, the transition for email and classroom websites will eventually
shift to social media like, Twitter and Facebook.
Based on the Pew Research Internet Project as of 2014,
74% of online adults use social networking sites. This has continued to increase as cell phone use
and social networking are even more accessible. In fact, 40% of cell phone users access social
media on their phones (Duggan & Smith, 2013). Of those individuals who use the internet, over
two-thirds use social media, like Facebook and Twitter, to connect with family members. It
should follow that these same sites could be used to connect with parents and teachers. Purcell,
Heaps, Buchanan and Friedrich, (2013) in their study of US Advanced Placement (AP) and
National Writing Project (NWP) teachers, found that US teachers outpace the general adult
population in almost all measures of personal technology. Over 2,462 teachers were surveyed
regarding their use of technology and how it facilitates teaching and instruction for their
students, these teachers founds that the use of digital instruction helped them teach and
communicate.
The Current Educational Practices Utilizing Social Media
As more schools and districts turned to email and websites to communicate with parents
this focus also shifted to the possibility that social media could be used to communicate with
parents. This possibility was examined by the Missouri Department of Education, which
determined that there was sufficient internet access among school administrators and teachers,
but more importantly, that the use of internet technology could overcome communication
barriers and provide a further connection between parents and their childs school (Lewis, 2003).

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As indicated above it was clear, parental communication and parental involvement were crucial
to student academic success and if social media could provide another avenue to achieve either
school districts would entertain those practices.
The most common forms of social media examined for this purpose are Twitter and
Facebook. These two social media applications have seen an overall growth and found further
exposure to individuals in the educational world. As part of that growth, some teachers have
begun to utilize social media as part of their lessons. Twitter was created in 2006, and has
experienced exponential growth since its inception (Greenhow & Gleason, 2012). Twitter also
allows users to provide real time communication with 140 character (letters, numbers, etc.) or
less messages (Gao, Luo, and Zhang, 2012). Twitter is essentially a message board which
provides a digital platform for users to post messages to family, friends, followers, or in this case,
students parents (Mills & Chandra, 2011).
While there are few studies on the educational use of Twitter and Facebook, some
researchers believe this method of communication will significantly enhance learning (Gao,
2012). Some instructors who have implemented Twitter as part of their lessons and classroom
experience have found student improvement in reading, digital literacy, information gathering
and most pertinent to this research, improved communication between teachers and parents (Gao,
2012). As more positive results come to light teachers continue to turn to Twitter and Facebook
as a convenient method to communicate with parents. These applications can be used to notify
parents of school events, student issues, or classroom assignments. Kurtz (2009) determined that
Twitter could be used to advise parents of their childs progress and academic achievement. The
use of Twitter and Facebook has become more commonplace and is often found to be the first
place individuals will turn to obtain news and information. Accordingly, principles should utilize

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these same resources to report school news and important information to parents (Larkin 2013).
Furthermore, should districts need to convey emergency information to parents Twitter may be
one of the most efficient methods (Butler, 2010).
The methods of social media being implemented. With recent advances in microblogging and multi-media sharing has enabled an extended conversation. District leaders and
schools have recognized the abundance of Internet (web-capable cellphone) use and the relative
inexpensive nature of utilizing these technologies, which has motivated them to explore the use
and various methods for social media implementation. After a school district has made the
decision to utilize social media and the networking programs, Baule & Lewis (2012) found there
are certain basic steps that must be followed for successful implementation: Provide reliable
technology infrastructure; Have the schools leadership model the importance of social
networking; Update the districts technology use policy to encompass social networking issues;
Develop the necessary staff development to ensure staff understands how to use social
networking to support learning; Provide instruction students to ensure that they have all the tools
to be safe users of social networks; Communicate to parents about how social networks are being
used; Establish methods for ongoing monitoring of social networking and other technologies to
ensure staff and students are safe and appropriate (Baule & Lewis, 2012).
In addition, Cook (2014) as cited in THE Journal Transforming Education
Through Technology settled on three tips that could function well with Baule & Lewiss
strategies, specifically: Choose the right tool. Class-specific Twitter feeds can be used to share
updates, facilitate conversations, assist students with projects or to share ideas with parents;
Have and communicate a specific policy and don't deviate from it. For example, teachers might
tell students and parents that they keep their Facebook profiles personal, but encourage them to

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reach out on Twitter; and Look for social tools built specifically for the classroom. This
information was gathered using a survey conducted by Harris Interactive and included
participants responses from 1,005 K-12 teachers working throughout the United States. If these
strategies are followed, teachers, and district administrators will have inexpensive method to
reach a significant number of parents and the community. Social media applications, like Twitter
and Facebook, are at the most elementary level of use, an easy way to communicate upcoming
events and school activities to parents. They can be used to convey daily announcements to
parents and families and ensure that the students are prepared with little to no effort on the
schools part.
Components of effective professional development. With the implementation of new strategies
and social media applications educators will require a strategic professional development plan
for successful implementation. The rate of advancement in technology and in particular social
media platforms has left a digital divide among older teachers and administrators. Moreover,
some teachers did not attend school with computers or immersed in the digital age, while its
more than likely their students have. In 2014, a digital education company, digedu, conducted a
survey of 600 K12 teachers from across the United States to determine their use of technology
in the classroom, as part of that survey they also examined the teachers level of training. Of the
teachers surveyed, 93% felt that technology had a positive effect on student engagement.
However, of those teachers only 50% felt they were supported, while 46% of the teachers felt
they had insufficient training to use the technology (digedu, 2014). These pedagogical challenges
are addressed by Hume (2011) who believes:
Teachers learning about technology need considerably more than a single
workshop where we are taught how to calibrate an interactive whiteboard or use a

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piece of software. We need time and opportunity to talk and plan with colleagues .
. . as well as ongoing technical support (p. 173).
For professional development to be effective it must include training, practice, reflection and
adequate time for implementation. (Ferraro, 2000; Richardson, 2003). Hume (2011) has
recommended that when districts seek to implement social media, they should ensure
professional development is a component of that implementation. In order for teachers to
successfully use and implement the social media they must be familiar, comfortable, and well
acquainted with its functionality and application. Teachers must also have some understanding of
the social media in order to troubleshoot should problems arise while communicating or if
parents have questions. Teachers may also use the social media applications to communicate
amongst themselves, reflect and problem solve. As Bull, Thompson, Searson, Garofalo, Park,
Young & Lee et al. (2008) found the best way to enhance in-service and pre-service education
pertaining is through a social media application specifically focusing on social media.
Benefits of social media.
In addition to the benefits of technology use in education (increased communication,
involvement, and academic achievement) social media use can expand upon those benefits to an
even wider community. As technology, like email, can improve communication, the use of social
media could convey the same important information to a larger audience including those
important family members that schools have not received email information. Social Media like
Twitter and Facebook can also be a method to reach parents that may not always check their
email.

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The Rationale for Using Social Media in K-12 Schools.

As more and more schools and district administrators recognized the influence of social
media and the web-based communication efforts their efforts to include these practices as part of
their district and communication strategies increase (Constantino, 2003). School districts across
the globe have implemented social media and web based communication strategies which
provide parents access to their childs academic records, school work, and can even provide
suggestions for home learning activities. The web based communication and social media
applications they utilize can also be used to communicate with parents and families (Lunts,
2000). In that same regard, it was believed you could augment traditional forms of
communication by utilizing email, teacher/students websites, and utilizing social media (Furger,
2006).
The rationale behind utilizing social media in education is based on the ease of
communication it provides and the availability of access to information for parents, students, and
families. Social media use in education also provides families with even more opportunities to
communicate and connect with schools from teachers and schools on their own time and
convenience (Quan, Hampton & Wellman, 2002). With more communication between parents
and schools it will overall have a significant impact on the parental communication and parental
involvement (Wilson, 2005; Parlant Technology, Inc., 2003). A recent study conducted by Blau
and Hameiri (2012), determined that school parent communication which is supported by web
and social media applications will positively influence parental involvement. By combining
technology with school communication strategies it will allow students to reach out to parents
and begin to unravel the parent-school communication problems (Ramirez, 2001).
The rationale for using social media and web-based educational communication is

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evident in both the positive results and increased opportunities for parents to learn about their
childrens school and actively participate in those educational activities (Tobolka, 2006).
Blagojevich (2004) also determined that this method of communication would be especially
important for parents who do not have the time or ability to communicate with their childs
school.
The Benefits and Barriers Related to Social Media Uses to Connect with Parents,
Guardians, and Caregivers of K-12 School Students
The benefits and barriers of technology (like email and web pages) have clear benefits
pertaining to increased parental involvement, improved parental communication, and overall
academic achievement for the student. Likewise, those same technology face barriers of
demographics, access, lack of familiarity among others. Similar benefits and barriers are
encountered when using social media to connect with Parents, Guardians, and Families of K-12
Students. However, the research has demonstrated that there are even further benefits and other
methods to overcome the barriers, which are inherent in the use of social media.
Barriers of social media.
A common barrier to the use of technology to communicate between parents and students
is the digital divide which separates those groups, who do not know how to use certain
technology. In order to overcome this digital divide districts are beginning to use technology
student associations (TSA). The TSAs are designed to acquaint parents and the community with
the technology that their student will be exposed to and they will be asked to communicate with
in order to create an improved learning environment and level of communication (Hess, 2010).
In that same regard, certain parents and educators do not understand the full potential of social
networking and education. This should be included as part of the technology training. Another

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barrier that has been encountered in the research is parent concerns about the student use of
social media and what information they may have access to on the social media platform.
Conclusion
Overall, the literature and research examined has demonstrated that we are only at the
beginning of the possibilities and opportunities which social media applications like Twitter and
Facebook may present for education. The success of email and webpage implementation into the
classroom and for communication between parents and teachers is undeniable. Technology
providespromisingavenuesfordisseminatinginformationtoparents (Constantino,2003;
Davenport&Eib,2004;Decker&Decker,2003). As this is taken a step further to encompass
the social networking applications such as, Twitter and Facebook, the potential to increase
parental involvement and overcome significant gaps and barriers typical among those efforts are
available. Moreover, the ability for this technology to connect with parents in a cost-effective
method, that is capable for parents of all grade level students and even at low levels of technical
sophistication can transform education and students academic achievement (Bird, 2006; Edline,
2008).
Implication in the literature
The numerous benefits of technology are clear, but there are also so drawbacks, which
arise. When social media technology is used in the classroom, it is often associated with security
and exposure issues. While some of these issues are unavoidable, schools would do well to
design an Internet and social media policy for teachers, parents, and students to follow.
According to Baylor and Ritchie (2002), "identifying the value of technology in schools has
challenged educational researchers for more than 20 years. Part of the problem is our evolving

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understanding of how technology accentuates student learning. Rapid changes in the technology
itself also hamper research" (p. 396). It is important for research to be done to investigate how
social media is being used, as well as to incorporate media literacy education (Vanwynsberghe &
Verdegem, 2013).
Regardless of the drawbacks, the potential benefits far outweigh them, and the
schools must continue to pursue the use of social media technology in the classroom and to
communicate with parents (Li, 2006). Furthermore, as the technology evolves the school districts
and teachers must be prepared to change with the times and adjust their practices. As Li (2006)
stated, what Facebook was in its first days is not the way it is today. And it probably wont be
the same tomorrow, when a new Facebook or Twitter emerges on the scene.
Gaps in the literature.
Based on the literature and research reviewed certain gaps in the literature arose, some of
which are clearly attributable to the relative recent implementation of social networking into
education. A gap that emerged among the literature was related to training for the use of the
technology and social media. This gap existed both with use of the social networking in general
and its application to education. Literature related to the appropriate method of training or most
successful practices specifically related to social networking was lacking. Certainly, studies have
related and extrapolated those same studies conducted on email, web pages, and other similar
technology that is used in education, but more research could be conducted on how to train both
parents and teachers to use the social networking applications in general and their purpose for
education. As technology was becoming increasingly visible in schools, the digital divide was
decreasing (Reigeluth & Duffy, 2008).
Another significant gap exists on the relationship between parent and teacher perception

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of the use of electronic communications and social media applications as a method to improve
and increase parent and teacher connection and thereby increasing parental involvement. The
research has certainly connected the dots between the ease of communication created by the
technology and the positive parental involvement results typically found when communication
between parents and teachers is increased, but little has been done to examine exactly what
parents and teachers believe the use of technology and social media communication has done to
improve the communication between those groups and enhance parental involvement.
Finally, a gap in the research was more than apparent on the use of social media in
classroom to connect with and communicate with parents. There certainly were some research
studies conducted which could substantiate the possibilities of this technology to bridge the gap
between parents and teachers, but long term and in-depth research is relatively unavailable
because of the relatively recent developments of social media technology and especially its use
in education.
Discussion and recommendations for future research.
First, the recommendations for future research focus on those gaps referenced above: the
continued examination of the benefit of social networking applications in education; the
perceptions of parents and teachers on the impact of social networking in parent and teacher
communication; and finally, the training available and appropriate for both teacher and parents
with regard to the use of this technology in the classroom. Each of these stands as a significant
gap in the research, which requires further research.
In addition to the gaps in the research discussed above another prevalent issue that arose
in the research and could benefit from further research is the access most parents and students
have to the web-based mobile phones (which have access to Twitter and Facebook). It is

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assumed, to some extent, that everyone has a cellphone; however, this is certainly not the case
and especially so among low-income demographics and migrant populations. Research should be
conducted to determine whether it is practical to provide these parents and students with a webenabled mobile device that they could use to communicate with the school and whether this
would further increase the parent communication. In that same regard, it would be interesting to
examine whether the device needs to belong to the parents, or at least be given to them for
personal use as well as educational, in order for the improved communication to occur. In other
words, if the parents have one mobile device for their life, and one for their childs education,
would they be likely to check both.

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