Intervention project

Teachers must abandon the traditional classroom settings they are accustomed to and accept electronic tools for instruction as a result of the arrival of the digital age (Barma, Lacasse, & Massé-Morneau, 2014). However, if parents are unaware of the problems pertaining to their children’s learning, they frequently respond unfavourably to these non-traditional techniques (Deslandes & Lafortune, 2000). Research shows that the school should function as a learning organisation, fostering discussion and collaboration amongst its various members (teachers, parents, and students), in order to better address the new issues related with the implementation of educational reform (Barma, 2008). Therefore, the school community serves as the primary context for this study. The phrase “those intimately associated with a school” refers to “people who are connected by a similar interest in the pupils the school serves” such as students, their families, and teachers (Redding, 2011). As a result, parental opinions and attitudes may frequently play a significant role in the success of any legislation or reform.

Data-based education should be increasingly viewed as a mediating instrument to alleviate and enhance the link between the two in light of the aforementioned context and the current gap between instructors and parents. Classdojo was found to positively influence teachers’ teaching and learning, according to (Williamson, 2019). Classdojo is a platform for communication and classroom management that teachers, students, and parents can utilise in classrooms and schools. More specifically, Classdojo seems to be more similar to a social platform for sharing parent and teacher feedback on the classroom. This phenomenon not only encourages the possibility of innovative classrooms because teachers have more freedom and flexibility in how they teach and what is covered in the classroom, but it also enables parents to be fully informed about the procedure and the changes that can be made to teaching and learning. For instance, teachers can use the Classdojo platform to share with signed-up parents and kids. In this situation, enrolled parents will automatically receive weekly emails reminding them to check their child’s most recent learning report. The Classdojo, on the other hand, also enables parents to email teachers a log of their child’s recent performance at home or to propose teaching adjustments to encourage uniformity in teachers’ instruction. In order to assist and advance the reform process, a transparent relationship is developed between parents and teachers in this way.

Classdojo, a newly developed data-based intervention for teaching and learning, could encounter several difficulties and usage hurdles. To determine whether this intervention is effective, a pilot experiment will be carried out. Parents of children in primary schools are the intervention’s target population. As a result, the intervention will begin by inviting 30 parents from various grade levels to use Classdojo as a mediator of pedagogical change for one month. For instance, the classdojo scoring system will be used to convey information to these parents each week about their child’s engagement in the innovative classroom and classroom performance. Additionally, parents can provide feedback to the teacher on pedagogical improvements by, for instance, sharing their child’s sentiments and expectations about the innovative classroom during a session. In this situation, teachers have more latitude in modifying lesson plans to match the students’ current levels of learning. More crucially, the intervention will include regular workshops with parents who took the test to get their input on Classdojo’s advantages and disadvantages. In this situation, the trial will considerably enhance parental involvement in fostering their own children’s involvement in the classroom while supporting teachers’ classroom innovations. On the other hand, Classdojo enables parents to support teachers in adopting these technologies to improve the learning environment for their children.

Reference:

Barma, S., Lacasse, M., & Massé-Morneau, J. (2015). Engaging discussion about climate change in a Quebec secondary school: A challenge for science teachers. Learning, Culture and Social Interaction, 4, 28-36.

Deslandes, R. (2000). Le triangle élève-école-famille dans le cadre du renouvellement des programmes d’études à l’école. L’école alternative et la réforme en éducation. Continuité ou changement, 55-68.

Deslandes, R., Barma, S., & Morin, L. (2015). Understanding Complex Relationships between Teachers and Parents. International Journal about Parents in Education, 9(1).

Kern, L., Childs, K. E., Dunlap, G., Clarke, S., & Falk, G. D. (1994). Using assessment‐based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27(1), 7-19.

Kukulska-Hulme, A., & Traxler, J. (2019). Design principles for learning with mobile devices. In Rethinking pedagogy for a digital age Routledge, pp. 181-196.

Manolev, J., Sullivan, A., & Slee, R. (2019). The datafication of discipline: ClassDojo, surveillance and a performative classroom culture. Learning, Media and Technology, 44(1), 36-51.

Williamson, B. (2019). Datafication of education: a critical approach to emerging analytics technologies and practices. In Rethinking pedagogy for a digital age Routledge, pp. 212-226.