A systematic review of the impact of technology-mediated parental engagement on student outcomes. Issue 3 (18th May 2020)

• Record Type: Journal Article
• Authors: See, Beng Huat; Gorard, Stephen; El-Soufi, Nada; Lu, Binwei; Siddiqui, Nadia; Dong, Lan
• Is Part Of: Educational research and evaluation. Volume 26:Issue 3/4(2020)
• Page Start: 150
• Page End: 181
• Publication Date: 2020-05-18
• Subjects: Parental engagement -- digital technology -- pupil outcomes -- teacher workload; Education -- Research -- Periodicals; Education -- Evaluation -- Periodicals; 370.7
• DOI: 10.1080/13803611.2021.1924791
• Languages: English
• ISSNs: 1380-3611

Abstract

ABSTRACT: There is considerable evidence that the level of parental involvement is closely associated with children's school outcomes 1 . 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.