Listen and learn: Research paper 
Educators can enhance their use of technology by drawing upon their knowledge of research-based teaching methods, such as the High Leverage Practices (HLPs) endorsed by the Council for Exceptional Children. Over the past decade, scholars have identified 22 HLPs that are essential to effective teaching and learning in special education settings (McLeskey et al, 2022). When using digital communication tools, elementary special education teachers can apply several of these practices including: (a) using assistive and instructional technologies, (b) using multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs, (c) interpreting and communicating assessment information with stakeholders, and (d) collaborating with families to support student learning (McLeskey et al., 2022). Digital communication platforms can facilitate and enhance the implementation of these HLPs when teachers are intentional about applying principles of best practice.
Research on the use of mobile devices and applications, such as Seesaw, reveals favorable outcomes for students who have a range of disabilities when used across various contexts and in conjunction with other evidence-based practices (Kearney et al., 2022; Thomas et al., 2019). Digital communication apps like Seesaw allow individuals to create, share, and communicate about user-generated content. However, these platforms cannot single-handedly inspire meaningful school-home communication. Teachers should embed their use of communication technology within their broader practices of using multiple modalities to interact with families and grounding their communication in equity, respect, advocacy, and commitment to the child and family (Thompson et al., 2015; Turnbull et al., 2022).
This research is an extension of a previous study that investigated the development of teacher knowledge for using a flexible digital communication tool. Specifically, we focused on teachers’ application of Seesaw for formative assessment and communication with families about students’ learning progress.
Participants and Context
Five female elementary special education teachers at a private laboratory school for students with high-incidence disabilities participated in the study. Their teaching experience ranged from 1-46 years, with an average of 19 years. The teachers were introduced to the Seesaw program in the fall of 2019. Their students used the Seesaw app on their iPads. Parents could also access Seesaw so that they could view and comment on their child’s work.
The laboratory school is located on the campus of a private university in the southwestern United States. Approximately 60 students (about half boys and half girls), ranging in age from 6-13, attended the school. Most of the students exhibited characteristics of attention deficit hyperactivity disorder, learning disabilities, and/or high-functioning autism. All students had their own iPad. The teachers and students used a variety of apps, including Seesaw, as well as comprehensive programs such as Lexia and Mathletics.
Data Collection and Analysis
Each participant was interviewed three times: once at the beginning of the school year to collect preliminary information, once after an observation of the teacher and students using Seesaw, and again at the end of the year. The audio recordings from the interviews were transcribed and analyzed as primary data sources. Video recordings, field notes, research journals, and artifacts (i.e., student work posted on Seesaw) were used for data triangulation.
We used qualitative thematic analysis techniques to identify patterns and themes in the interview transcripts. After identifying six assessment and communication practices utilized by the teachers, we searched the literature to locate research evidence to justify each of the practices. Finally, we created guidelines and examples for each of the practices. In this way, we translated our research findings into practice guidelines for elementary special education teachers.
We identified six effective practices that teachers exhibited and developed the following guidelines for teachers' use of multimodal digital platforms to communicate about learning progress with families.
Document Students’ Learning in Multiple Ways
*Teach students how to use each response option and the built-in accessibility features of their device, such as speech-to-text.
*Provide students with opportunities to express their knowledge in different ways, asking them to think out loud to explain their reasoning through audio or video recordings.
Track Progress Toward Learning Goals
*Regularly collect and tag learning artifacts associated with standards or IEP goals to gauge students’ academic progress, identify needs, and make instructional modifications.
*Generate progress or skills reports for students and send a copy of the report to students and their families.
Share Learning Artifacts With Families
*Use Seesaw as a means for students to initiate communication (e.g., by posting learning artifacts) with family members about their learning.
*Include commentary, picture captions, or audio recordings that illustrate the learning process that occurred, not just the product or outcome.
Ask Students to Reflect on Learning Artifacts
*Request that students reflect on their learning by either adding a typed comment or an audio recording to artifacts posted on Seesaw.
*Help students to self-assess or reflect by discussing criteria, modeling responses, providing prompts, and asking guiding questions.
Point Out Student Strengths and Specific Actions for Improvement
*Post several brief feedback-oriented messages per week (e.g., 3 comments of 15 words or less).
*Emphasize positive and improvement-oriented information that prompts families to engage in communication with their child and the teacher about progress.
Model Interactions and Strategies That Support Student Learning
*Invite families to share learning experiences that occur at home, by posting pictures, videos, and/or comments, to inform instructional practices at school.
*Use Seesaw to provide families with models (pictures, videos) of interactions or practices that support learning at home and at school.
*Provide audio or text-based comments that highlight important features of learning interactions to help families implement these practices at home.
Intentionally applying HLPs and effective communication strategies to the use of flexible digital tools can help teachers document learning progress and support reciprocal teacher-family interaction about student academic performance in special education and inclusive contexts. In providing multimodal evidence of learning using digital communication platforms like Seesaw, teachers can document learning in multiple ways, track progress toward learning goals, and share learning artifacts with families. In using Seesaw or other digital tools to communicate about learning progress, teachers can ask students to reflect on artifacts, point out strengths and actions for improvement, and model interactions and strategies that support learning. Adhering to these practice guidelines helps ensure that teachers maximize the ways in which such tools can enhance implementation of HLPs for the ultimate benefit of enhanced student learning and school-home relationships.
Kearney, M., Young, K., & Burke, P. F. (2022). An examination of special education teachers’ digital practices. Journal of Special Education Technology. Advance online publication. https://doi.org/10.1177/01626434221094798
McLeskey, J., Maheady, L., Billingsley, B., Brownell, M. T., Lewis, T. J. (Eds.). (2022). High leverage practices for inclusive classrooms (2nd ed.). Routledge.
Thomas, C. N., Peeples, K. N., Kennedy, M. J., & Decker, M. (2019). Riding the special education technology wave: Policy, obstacles, recommendations, actionable ideas, and resources. Intervention in School and Clinic, 54(5), 295-303. https://doi.org/10.1177/1053451218819201
Thompson, B. C., Mazer, J. P., & Grady, E. F. (2015). The changing nature of parent–teacher communication: Mode selection in the smartphone era. Communication Education, 64(2), 187–207. https://doi.org/10.1080/03634523.2015.1014382
Turnbull, A., Turnbull, R., Francis, G., Burke, M., Kyzar, K., Haines, S., Gershwin, T., Shepherd, K., Holdren, N., & Singer, G. (2022). Families and professionals: Trusting partnerships in general and special education (8th Ed.). Pearson Education, Inc.
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