Case Study: Remind app and Google Classroom

 

Case Study 1: The Remind App in a Preschool Classroom

 

 

In my preschool classroom, I utilized the Remind app to enhance communication with parents and strengthen family engagement. The app allowed me to send real-time updates, reminders for activities, and photos of the children’s daily experiences. This approach helped parents feel more connected to their children's learning and daily routines, fostering a more engaged community

The app's direct messaging feature meant that parents received updates, reminders, and announcements straight to their phones. This connection kept them informed about classroom events such as theme days, field trips, or special activities like show and tell. Moreover, Remind allowed for private conversations, giving parents a convenient way to ask questions or share any concerns about their child’s experience. The ability to connect directly, even outside of drop-off and pick-up times, was especially beneficial for building trust and strong relationships with families.

Using the Remind app improved communication by making it more immediate and direct. In a preschool setting, relying solely on in-person exchanges during drop-off and pick-up can be challenging, particularly because I sometimes open or close, meaning I may not always be there at drop-off. Remind allowed me to quickly reach all parents at once with important updates, reducing the potential for missed messages. Additionally, messages remained concise and easy to understand, ensuring parents stayed informed. Parents were also able to reach out with any concerns about their child, which promoted a collaborative atmosphere focused on the child’s well-being.

The Remind app made it simple for parents to stay up-to-date on essential classroom information. I used it to send reminders about upcoming events, updates about class themes, and daily progress notes. This approach not only reinforced key messages but also reduced any potential confusion. Parents particularly appreciated the photos I shared of their children during the day, provided I had received the necessary permission slips for photo sharing. This added visual connection brought parents closer to their child’s learning environment and often sparked conversations at home about what their children had done during the day.

By increasing parental engagement through regular communication, Remind positively impacted children's learning experiences. When parents were informed about classroom activities or themes, they were more equipped to reinforce learning at home, creating a stronger connection between school and home life. Although the children themselves did not use the app, parents often shared the pictures and updates with their children, initiating discussions about their school day. This continuity of engagement enriched the children’s learning experiences and fostered a sense of pride and belonging.

The Remind app maintained secure communication by keeping personal contact information private. However, safeguarding privacy and ensuring appropriate app use was still essential. Before sharing any photos, I obtained signed permission slips from parents; if a parent opted out, I respected their wishes and did not post pictures of their child. In general, parents enjoyed this feature of the app and appreciated seeing their children’s daily activities and experiences.

 

Required Literacies 

To effectively use the Remind app, both parents and I needed to download it onto our phones or tablets and understand its features. Basic digital literacy skills, including writing concise and respectful messages, were crucial for effective communication. A tutorial was available for users who downloaded the app, making it easier to understand and navigate.

 

Implications 

The Remind app supported my goal of increasing parent engagement and maintaining strong communication channels. By providing a convenient and accessible way for parents to stay informed, I was able to build a stronger home-school connection that benefited the children. The app also had practical applications within the classroom, such as signing children in and out, which helped track attendance and ensure accurate supervision and headcounts. This additional layer of functionality reinforced the app’s value in both administrative tasks and family engagement.

 

Case Study #2: Google Classroom

I explored Google Classroom for the purpose of this case study to understand its potential uses in K-12 education. While I am not yet familiar with how to use it, I found that Google Classroom is a platform primarily used in higher grades to organize assignments, share resources, and communicate with students and parents. “Available for free to all educational institutions, Google Classroom has increasingly drawn the attention to educators worldwide because of its accessibility, flexibility, and most importantly its continuously evolving and new features aiming at suiting the needs of teachers, schools, and students” (Mei-Hung Lin. (2021) Page 278)

In this case study, I investigated how parents and students might use the platform to engage in classroom activities. Google Classroom allows teachers to post assignments, updates, and educational resources. Students can submit work digitally, and parents may be able to monitor their child’s progress through the platform. “In a rapidly changing world, students need to develop skills that will best prepare them for the workforce in the 21st century. Since the rise of technology in the digital age, the competencies students need to succeed in the workforce have evolved.” (Ledgerwood, K. (2022) Paragraph 3) Google Classroom is part of this shift in the school systems.

Google Classroom seems to provide a structured communication method between teachers, students, and parents. Teachers can post announcements, assignments, and resources, which can help streamline communication.

The platform centralizes all information in one place, making it easy for students and parents to access materials like lesson plans, resources, and videos. This could help parents understand what their children are learning and support them at home. However, for younger age groups like preschool, the platform may need to be adjusted for simpler use or more direct communication.

 “Google Classroom is a cloud-based platform that integrates many of Google’s popular applications or productivity tools such as Docs, Sheets, Slides, Calendar, Drive, etc. for educational purposes.” (Mei-Hung Lin. (2021) Pg. 278) Google Classroom has the potential to positively impact learning by keeping families engaged and informed. Students could benefit from having access to assignments and resources online. However, one downside could be that not all families may be comfortable with or have easy access to the technology required to use the platform effectively.

When exploring Google Classroom, privacy and safety concerns stood out. Teachers must ensure that only authorized individuals can access the platform, protecting students' personal information. The platform offers security features, but it’s essential to use them correctly to safeguard privacy.

 

Required Literacies:

Parents, teachers, and students need to have basic digital literacy skills to use Google Classroom effectively. This includes knowing how to navigate the platform, locate assignments, and communicate through posts or messages. For younger students, parents may need additional support to ensure proper use.

 

Implications:

Google Classroom could be a useful tool in education, especially for keeping parents engaged and informed. However, it might require additional training and support to make it suitable for younger age groups. Educators would need to adapt the platform and provide clear instructions for both parents and students to ensure its successful use.

 

References

 

Ledgerwood, K. (2022). Using Social Media to Promote 21st-Century Learning. Pressbooks.pub. https://pressbooks.pub/techcurr20221/chapter/using-social-media-to-promote-21st-century-learning/

 

Mei-Hung Lin. (2021). The construction of an English composition MOOC using Google Classroom. Japan Association for Language Teaching Computer Assisted Language Learning Journal (JALT CALL Journal), 17(3), 277–297. https://doi-org.sunyempire.idm.oclc.org/10.29140/jaltcall.v17n2.384