A Systematic Review of the Impact of Technology-Mediated Parental Engagement on Student Outcomes

Autor/inn/en	See, Beng Huat; Gorard, Stephen; El-Soufi, Nada; Lu, Binwei; Siddiqui, Nadia; Dong, Lan
Titel	A Systematic Review of the Impact of Technology-Mediated Parental Engagement on Student Outcomes
Quelle	In: Educational Research and Evaluation, 26 (2020) 3-4, S.150-181 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (See, Beng Huat) ORCID (Gorard, Stephen) ORCID (Lu, Binwei) ORCID (Siddiqui, Nadia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2021.1924791
Schlagwörter	Literature Reviews; Technology Uses in Education; Parent Participation; Outcomes of Education; Parent Teacher Cooperation; Family School Relationship; Computer Mediated Communication; Educational Technology; Intervention; Access to Computers + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elternmitwirkung; Lernleistung; Schulerfolg; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Computerkonferenz; Unterrichtsmedien
Abstract	There is considerable evidence that the level of parental involvement is closely associated with children's school outcomes. Schools are increasingly using digital technology to engage parents, but the impact of such technology on students' learning behaviour is still unclear. This paper reviews and synthesises international evidence from 29 studies to establish whether technology-mediated parental engagement can improve student outcomes. While the review suggests promising evidence in school-parent communication via phone, texts, or emails on children's attainment, attendance, and homework completion, such communications have to be two-way, personalised, and positive. The evidence for home computers and other portable devices is inconclusive. There is no evidence so far that online technological devices and digital media are effective for improving school outcomes. Current research on the use of such technology is weak. Research in this field needs to consider a more careful and scientific approach to improve the evidence base. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01