A systematic review of the impact of technology-mediated parental engagement on student outcomes

See, B.H.; Gorard, S.; El Soufi, B.; Lu, B.; Siddiqui, N.; Dong, L.

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.

Citation

See, B., Gorard, S., El Soufi, B., Lu, B., Siddiqui, N., & Dong, L. (2021). A systematic review of the impact of technology-mediated parental engagement on student outcomes. Educational Research and Evaluation, 26(3-4), 150-181. https://doi.org/10.1080/13803611.2021.1924791

• Journal Article Type: Article
• Acceptance Date: Apr 28, 2021
• Online Publication Date: May 13, 2021
• Publication Date: 2021
• Deposit Date: Apr 28, 2021
• Publicly Available Date: Nov 13, 2022
• Journal: Educational Research and Evaluation
• Print ISSN: 1380-3611
• Electronic ISSN: 1744-4187
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 26
• Issue: 3-4
• Pages: 150-181
• DOI: https://doi.org/10.1080/13803611.2021.1924791
• Public URL: https://durham-repository.worktribe.com/output/1243615