Using technology to maximize engagement and outcomes in family–school partnerships

Aaron J. Fischer, Bradley S. Bloomfield

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

Collaborative relationships among families and educators can benefit children, families, and schools. However, barriers to developing and sustaining a collaborative relationship often constrain benefits. Technology can facilitate collaborative relationships by minimizing many structural barriers, such as time and schedule limitations. Videoconferencing and other web-based processes can facilitate meetings conducted when individuals are in different locations. In addition, technologies can serve as a mechanism to building parenting skills and home-to-school planning. Implications for school psychology as well as future directions for this line of rapidly developing work are discussed.

Original languageEnglish
Title of host publicationEstablishing Family-School Partnerships in School Psychology
Subtitle of host publicationCritical Skills
EditorsS. Andrew Garbacz
Place of PublicationNew York NY USA
PublisherTaylor & Francis
Chapter9
Pages174-197
Number of pages24
Edition1st
ISBN (Electronic)9780429649875
ISBN (Print)9781138283343, 9781138283350
DOIs
Publication statusPublished - 2020
Externally publishedYes

Publication series

NameFoundations of School Psychology Research and Practice
PublisherTaylor & Francis

Cite this

Fischer, A. J., & Bloomfield, B. S. (2020). Using technology to maximize engagement and outcomes in family–school partnerships. In S. A. Garbacz (Ed.), Establishing Family-School Partnerships in School Psychology: Critical Skills (1st ed., pp. 174-197). (Foundations of School Psychology Research and Practice). Taylor & Francis. https://doi.org/10.4324/9781138400382-9