I really like idea 3; sharing pupil work through links on Twitter etc would be a really great, easy way for parents to feel more involved and perhaps help them to understand their child's development better now that formal assessment has been changed by CfE. And online learning for parents could potentially be a valuable option, but you seem to forget that they have a little trainer in their home- let the pupils teach their parents!

I did a project a couple of years back that looked at a number of aspects of learning - one of the big insights was that parents often don't feel able to assist their children with homework, as they either don't know enough about the subject matter, or that they learned it a different way when they were at school, and that them helping their child actually causes more confusion. If you want to have more parental involvement, then it's important to think about how a parent can understand the methods being taught to their children (whether that's by providing learning materials aimed at teaching them the same things as their child, or other means), so they can assist them correctly.

Move towards schools developing use of mobile phone apps for communicating with parents, pupils and wider community - example school use here http://stjohnthebaptistprimary.co.uk/index.php?option=com_content&view=article&id=185&Itemid=153

If you offer parents the choice, what would they choose? I bet most would opt for Facebook? Why? They know it.

We are finding that the use of Glow blogs for schools websites (early years, primary and secondary) is really beginning to change the landscape of how schools can communicate and engage with parents. Blogs have allowed schools to create and easily manage sites independently (as opposed to relying on LA IT support). Many are now looking at how pages on their sites can be opened up to parent comments, for example for feedback on particular issues. Most schools would not have attempted this using freely available blogging tools such as Wordpress or Blogger. Schools are keen to use blogs when they are part of the infrastructure of Glow, with the security and support that brings. For some schools the use of Glow blogs has been a massive step in their engagement with ICT, and certainly in my LA, this is still an emerging practice with lots of potential for further developement.

We have started online reporting, uploading good work to the learning intranet for parents and pupils to view. Learning is becoming much more interactive on all levels and we have to embrace this, however, we need to ensure that we have secrurity and support inbuilt so that this is not abused.

Has to be facebook - that's what's used!

If we refer to Glow as the collection of tools we use in regards to Technologies for Learning, we need to look at the ways in which the current Glow has helped promote parental involvement and build on this. I used a class Glow Group as a tool for learning and teaching in my class. The parents commented on parents night that how this gave them a real insight into their pupils learning, as they could see the work they had produced. It also allowed to find out what their child was learning and how they could help with homework.

I mentioned above that we changed our school website to a Glow Blog as the school website was too difficult to update, were as the blog was free and easy to update. The blog contains information about school trips, calendar, newsletter, school events and information about the learning taking place in classes.

We also had a parents information meeting, so parents were aware what Glow is, how they could use to support their child's learning and our vision for technologies for learning as a school. I feel it was our responsibility as a school community to educate the parents as to how we were using technologies for learning and how they could help.

I do agree that school's should be on Facebook and Twitter, however, I also fear that given the levels of control exhibited by Local Authorities (LAs) and school management teams, they would be in danger of becoming no more than 'official' mouthpieces and be equally as interesting as a news feed from the Scottish Government. (No offence, Mr Russell!)

Teaching teachers and learners to use these tools effectively can give them a real life within and outwith the school. I have had some success using blogs and wikis with my classes, and also to support school trips. I have many testimonials from parents and learners who have appreciated that I have been happy to share online, yet I have often found that I have to take the "It's easier to ask for forgiveness than for permission". This is as a result of the systemic fear of the 'new' that permeates education.

Many schools and teachers do not understand or appreciate the power of these tools for sharing with parents and involving the wider community... yet at the same time, they will bemoan the number of parents turning up for (or rather NOT turning up for) Contact nights. As professionals, and public servants, we have a responsibility to make ourselves available for the parents and carers of our learners, but where does it say that this has to be in a drafty, crowded hall on a specific night and at a specific time when it could mean connecting with parents through Gow or Skype or Facetime?

Parents deserve more, and we could easily offer more... but it will require a major mindshift and willingness to change on the part of all involved in education.

PS: With regards Facebook, Twitter et al... I wonder how many schools have already lost the initiative with these tools simply because in their haste to distance themselves from them, they have allowed others to 'cybersquat' on the IDs?

I have the Facebook, Twitter, Bebo (remember that one!) accounts for my school (and several other services as well), but I did so to prevent anyone else grabbing them. Imagine the fun a malicious pupil could have if they managed to grab a school's Twitter ID.

We have lots of parents with lots will in Aberdeen to help take this forward, we need a strategy to roll it out. Some of our chidren are currently being invited to school across the city for the odd lesson. Unsurprisingly there are not many takers. Who wants to spend two hours travel for one hour's tuition. Ask the same students if they would take the subject via a virtual classroom and you get a very positive approach.

In Spring this year, Central Scotland Police and partners held 3 separate free of charge Internet Safety Seminars to promote safe use of the internet by young people. The seminars were targeted for parents, professionals, voluntary workers and carers etc. The presentations included: Current Dangers, Illegal Downloading, File Sharing, Sexualised Behaviour – Coming of Age in a Porn Culture and How to Take Control. They were fantastic, incredibly well attended and there was a demand for more! If this could be rolled across Scotland it would be a very positive step in promoting parental engagement.

I'm glad to say that Aberdeen City Council has such a programme in situ. I attended one talk earlier this year and found it highly informative.

I feel that in Scottish Borders the aims are being worked on currently.

The pilot of Glow with parents across Aberdeenshire confirmed that they were really interested in using technolgy to support their childrens' learning. Key issues of sustainability and managing expectations will be part of this solution. Opportunities are around in CfE and the use of the e-portfolio may be a useful Trojan Horse here. One day will all courses, pupil reports and assessment data, and links to learning sites be available for parents and carers?

In the past the compiling of 'contact lists' for pupils and parents has been either blocked on the grounds of data protection (in my old LA I was told I couldn't have database software even installed on my computer in case I collated this type of information) or else has been uselessly out of date and impossible to update. For OOSH activities and holiday schemes this led to a devastating lack of communication of opportunities to parents - low turn out, wasted funds and disgruntled parents saying 'I didn't even know it was happening'.

New technologies like Twitter and Facebook mean that the parent signs up and 'listens in' to our conversations - contact lists become a thing of the past and every user has responsibility for following the conversation. Future Glow can make real use of this hopefully as long as the front door of Glow is open to any parent who shows an interest.

One thought that was passed to me by a parent: They have no interest in linking their private lives (complete with swearing and dodgy photos) with school through FaceBook. They see FaceBook as a private/personal thing and should be kept separate from their 'parental' role.