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Running Head: Technology and Parental Involvement Literature Review

Technology and Parental Involvement Literature Review

Mary Forgione, Theresa Goldsmith, Leah Lohman, and Theresa Mun

Loyola University Maryland

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Technology and Parental Involvement Literature Review

Introduction
Overview of Educational Issue

Technology has become a valuable resource and tool for increasing the communication

between teachers and parents (Cromer, Walsh, & Weigel, 2014). Technology makes it easier for

parents to stay up to date on school events, students’ grades, and overall academic progress.

Without being physically present or scheduling face-to-face conferences with teachers, parents

are able to efficiently access up-to-date information regarding their child’s behavior and progress

in school (Patrikakou, 2015). Studies have shown that the use of Information Communication

Technologies (ICTs) can increase parental involvement and support students’ learning in

individualized ways. For the purpose of this paper, it is important to note that ICTs are defined as

online technologies that provide access to data and resources.

Problem Statement

With the rise of technology in education, administrators and teachers are better able to

keep parents up to date with their child’s academic and behavioral progress in the classroom. In

addition to that, parents are better equipped with information that allows them to stay informed

about ongoing school related news and events. Teachers and administrators are working hard to

implement different technology tools to strengthen the home-school connection, but it does not

come without its challenges. It is still necessary to monitor and get feedback on how

technologies are being used in order to determine the effectiveness of the communication.

Communication can only take place in digital spaces if teachers are regularly updating the

information online and parents are willing to use technology tools to receive feedback. In order

for communication technologies to be used in a successful manner, parent, administrative, and

teacher buy-in is vital.

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Technology and Parental Involvement Literature Review

Review Questions

This review will focus on the impact that ICTs can have in the educational setting. The

following questions will be addressed: (1) How does parental involvement through the use of

Information Communication Technologies impact students’ success and/or achievement? (2)

What barriers do school districts/counties need to anticipate when encouraging parental

involvement through Information Communication Technologies? (3) How do parent and school

perceptions affect the use of Information Communication Technologies?

Purpose of the Literature Review

This paper compiles many ideas that address the incorporation of technology to involve

parents in the educational setting and the effect that such technologies have on student

achievement. The importance of home-school communication and rapport will be introduced,

along with the challenges that come along with incorporating technology implementations. By

examining various research studies that have been conducted on the topic of the effect of

technology use to promote parental involvement, as well as educational technology-based

research articles, we can determine how home-school communication through technology can

impact student success and/or achievement. We also gain insight into how varied research study

participants perceive the use of ICTs in building and fostering relationships between home and

school.

Organization of Literature Review

This paper will address three main arguments surrounding technology-use for parental

involvement. Each argument will present various academic sources of information to discuss the

positive impacts, barriers faced, and perceptions of all involved when using Information

Communication Technologies to involve parents in students’ education. The conclusion section

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Technology and Parental Involvement Literature Review

will further expand upon these arguments and provide an overview of the information presented.

The conclusion section will also connect back to the research questions posed at the beginning of

the literature review. The readers will be provided with a greater understanding of the overall

impact of using technology communications on parent involvement.

Literature Review

Background of Issue

Building positive home-school relationships is a major endeavor for ensuring that all

relevant parties are working cooperatively to help students succeed. Many barriers can keep

parents and teachers from communicating on a more regular basis. The rise of technology has

made it possible for schools to communicate with parents more efficiently. School websites can

be used to keep parents updated on school activities, curricular topics being covered, and

students’ overall academic progress. Having constant access to information regarding student

work, like due dates and grades, could potentially increase parental perception of being involved

and motivate parents to communicate with teachers more regularly (Patrikakou, 2016).

It is essential for schools to establish a partnership with families in order to provide the

necessary resources and skills to positively impact the education of the children (Schecter &

Sherri, 2009). With the evolvement of online communication methods, this ideal partnership

becomes attainable. Our first argument will focus on the connection between increased parental

involvement through ICTs and student success in the educational setting.

The implementation of new initiatives does not come without barriers. Limitations must

be addressed in order to ensure that all families receive the same communications. These

limitations are not one-sided. They relate to all involved in the educational process including

administrators, teachers, parents, and communities. Becker (2017) explained that in order “to
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avoid creating an opportunity gap, school leaders must therefore understand and work with the

families and communities with whom they serve as they move toward technological facilitation

of home–school–community connections” (p. 57). This is why the second argument will focus

on the barriers that educational settings need to anticipate when encouraging parental

involvement through the use of ICTs.

Finally, it seemed crucial to gain an understanding of the perceptions of the school

community regarding the use of ICTs. These varied reflections and perceptions allow us to gain

greater insight into the specific constraints schools and families may face. By addressing the

concerns brought to light through individual and shared perceptions, meaningful and purposeful

communication between home and school can be attained.

These three arguments will be the groundwork of the research conducted for this

literature review. Research studies will be addressed that will allow the reader to gain a deeper

understanding of the use of ICTs and how they can effectively impact the home-school

connection.

Parental Involvement through ICTs and Student Success

Many research studies on the topic of parent involvement through the use of technology

come to the conclusion that ongoing parental access to information through technology

communications improve student success in the academic setting. Olmstead (2013) identified

this type of involvement as proactive involvement, explaining that taking part in undertakings

such as staying up to date on school events, monitoring progress on a student’s efforts in the

classroom, and accessing resources to guide students with work completion at home can have a

positive impact on student success. Heath, Maghrabi, and Carr, (2015) explained that “Effective

selection and use of Information Communication Technologies (ICT) invites more effective
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school-home communication, increasing parental involvement and improving student outcomes”

(p. 363). This starts with offering and encouraging parents to access platforms that allow them to

stay up to date on their child’s performance in the classroom.

Access to student performance. Parental use of ICTs has been proven to contribute to

the success of students’ academic performance. Before educational technology implementations,

the disconnect between school and home regarding information on student academic and

behavioral progress was vast. Families mainly received updates on their child’s progress from

teachers when interim reports and/or report cards were sent home. More recently, certain types of

communication technologies, such as online grade books and e-mail, now allow parents to have

continuous updates and access to student progress. This frequent access to information allows

parents, in return, to monitor their child’s progress throughout the school year instead of only 4-8

times a year (Zieger & Tan, 2012).

An online gradebook allows families unlimited access to “expectations, assignments, due

dates, grades, and so on” which “provide opportunities for parents to communicate with their

children regarding school work and progress and may also prompt parents to reach out to

teachers more frequently” (Patrikakou, 2016, p. 16). This type of communication builds a strong

rapport between the home-school community since it encourages ongoing, daily communication

of school assignments. Teachers that are provided with a school email address are better able to

send out information updates to families to “inform the parents about general activities in the

classroom” or send out “personal emails about a specific student on a weekly basis” (Zieger &

Tan, 2012, p. 16). This form of online communication allows for a more personalized, but

private, two-way correspondence between home and school. When parents have the same access
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to information as the students in a more instantaneous, reliable form, they are better able to

support their child’s needs which enhances student performance in the academic setting.

In addition to having parents monitor work completion and grades, Information

Communication Technologies can also provide parents with continuous access to the resources,

materials, and tools that students use in the classroom. Children’s learning is not limited to the

time they spend in school. Becker (2007) stated that “a comprehensive web-based

communication system can allow teachers to create a classroom-level website that contains

information about assignments and projects. Parents can have access to this information and then

monitor the homebound learning of their children” which can further support student academic

achievement (p. 65). This idea supports the conclusion that when families have “online access to

textbooks and other learning materials,” it “can further increase parent involvement at home and

enhance modeling of healthy homework habits” (Olmstead, 2013, p. 16). Having access to these

resources and tools allow parents to not only monitor student performance in the classroom, but

actually become part of the learning process to support student success.

Access to school community information. In addition to providing parents with

information regarding student achievement in the classroom, access to information centered

around school community events and updates can also have a positive impact on student success

in the school setting. Educators work to ensure that their students are well-rounded learners. This

well-roundedness includes social and emotional learning. Community events and information

provide opportunities for students to grow, learn, and develop outside of the school setting.

Selwyn, Banaji, Hadjithoma-Garstka, and Clark (2011) argued that “A school’s Learning

Platform should allow for the seamless inclusion of parents into all aspects of their children’s

schooling via the integrated use of these technologies” (p. 315). Making information about
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school community events, activities, and important alerts/emergency notices easily accessible to

families encourages an increased involvement within the school setting. This can be done by

providing families with regular updated calendars through school websites, weekly emails, or

through social media platforms. Research shows that students have a healthier attitude toward

school when their families take an interest and become involved in the school community

(Schecter & Sherri, 2009). By incorporating a platform that invites families to stay up to date on

school events and announcements, the home-school connection grows which positively impacts

student success.

Promotion of proactive relationships. It is critical for schools to relate to and work

together with students’ home environments to facilitate a proactive relationship. Kocyigit

(2015) addressed this by stating that “family involvement in schools positively impacts children

and benefits families” (p. 142). By embedding strong home-school relationships through a whole

school initiative that works to give families instant, continuous, and detailed information through

the use of communication technologies, student learning and achievement is known to be

positively impacted.

This relationship begins with ongoing, two-way feedback from the educator in the

classroom to the home setting. It is necessary at the beginning of each year for teachers to open

the lines of communication between student progress, classroom events, and overall access to

information regarding classroom routines and procedures. Opening these lines to communication

early on assists in promoting immediate positive relationships. By providing families access to

all of this information, schools see an increase of parental engagement in the classroom setting

which ultimately increases student overall achievement (Bergman & Rogers, 2016). This can be

done through weekly classroom newsletters sent through email, the creation of classroom
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websites, and/or by implementing platforms, such as an online gradebook or Google Classroom,

that allow families to receive updated, personalized student progress.

Although strong relationships between the educator and family are necessary, studies also

show that a relationship exists between increased student achievement and family relationships

with administration. Administrators can strengthen the home-school connection by inserting

themselves in the communication initiative. By keeping families informed on school updates as

well as county/district updates, they are encouraging “a school culture in which parental

knowledge is viewed as a valuable resource in informing curriculum and guiding teachers’

professional practice in the classroom” (Schecter & Sherri, 2009, p. 84). This encourages

families to stay up to date on information regarding the school community and further

encourages them to become active members within the community. Some pressure can be taken

off of the classroom teachers when administration is also communicating with parents on a

weekly basis.

Finally, Information Communication Technologies aim to further support positive

relationships between students and their guardians. Heath et al., (2015) stated that “family

involvement facilitates connectedness between students and their parents regarding school, and

enhances their interactions at home. Family involvement also improves parental mentoring

regarding educational experiences, shared goals, and student achievement” (p. 367). This

research supports the idea that student interest and engagement in learning is increased when

they know their families are involved in the learning process.

Fostering a positive relationship between home and school is important all throughout a

learner’s educational experience. Since strong relationships are built on communication, it is

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evident that communication technologies can be used to assist all families in building strong,

positive relationships and allowing all students to thrive.

Barriers of ICTs

There are numerous factors that can influence the success of implementing ICTs. Barriers

that make the process of using technologies to build communication pathways from schools to

homes include, but are not limited to, the diverse backgrounds of students’ families, the

availability of and ability to access technologies, necessary skills to properly utilize technologies,

and the willingness to participate by all parties. Teachers identified multiple barriers that prevent

parents from becoming involved in “school events or in communicating with school personnel

about student progress”, including “busy home schedules, intimidation of or a lack of trust in the

school, [and] differences between the home language and the dominant language of school”

(Wassell, Fernandez-Hawrylak, & Scantlebury, 2017, p. 1241). While utilizing technology for

communication can help mitigate some issues with busy schedules, it is important to understand

and attempt to dissolve barriers that can be controlled, if or when considering the implementation

of ICTs so that the technologies are effectively used to promote positive home-school

relationships.

Diverse backgrounds. All schools are comprised of diverse students with diverse

backgrounds. Due to how vast student populations can be, and in order to ensure equitability, it

is imperative that district and school officials make every effort to be inclusive of the various

languages and socioeconomic statuses of the families they work with. In consideration of

families that do not speak English as their first language, communications from schools “must be

clear and easily accessible, and written, spoken, or translated in language that most parents,

including those with lower literacy levels, can understand” (Heath et al., 2015, p. 364). Families
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who come from homes that do not have technology readily available may not be able to access

online communications. Patrikakou (2016) suggested that schools and districts should consider

offering programs for lending technological devices to families so that they can access online

information from schools.

Necessary knowledge and skills. Not only is it important to make the necessary

technology hardware available and accessible to all families, it is also important to ensure that

the specific ICTs that are chosen are user-friendly so that all families feel welcomed to

participate. Using technology tools “will require varying levels of technological sophistication”

and “unfortunately, there are gaps in access to and use of various forms of technology” (Becker,

2007, p. 68). During the beginning stages of implementing ICTs at a school, administrators

should consider providing workshops to both teachers and parents. Teachers and parents learning

together for the benefit of students is a clear display of conjoined confidence and commitment.

These differentiated learning opportunities/workshops will also help ensure that all members

involved in the educational process will have the necessary technological skills to effectively and

efficiently communicate with one another.

Willingness to participate. In order for ICTs to effectively improve home-school

relationships, all involved parties should be willing to make use of technologies and be actively

engaged in communicating. Educational leaders, such as district officials and school

administrators, need to be invested in the endeavor to utilize ICTs. Starting from the top, districts

have to be willing to find room in their budget to provide the hardware and software that is

necessary for communicating through online platforms. They also have to be cognizant of the

social communication outlets they permit on school grounds because this has an impact on how

easily teachers and parents can regularly access online information (Heath et al., 2015).
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Teachers play a big role in the effective use of ICTs because they are the main source of

information regarding classroom events, current curricular topics being covered, assignments,

and student progress. Increasing teacher buy-in is necessary considering “the effectiveness of a

school database increases as more teachers enter student data on a daily basis and instantly

connect with colleagues, students, and their parents” (Blau & Hameiri, 2017, p. 1236). Teachers

must be willing to not only provide regularly-updated information, but to also receive feedback

from parents. When first implementing ICTs, one-way communication methods may be an

effective starting point. Most school websites and learning platforms are “generally already ‘top-

down’ and one way with little room for parent input or negotiation with school leaders or

teachers” (Selwyn et al., 2011, p. 322). Becker (2007) further supported this finding by stating

that “the hallmark of school and district websites remains the ability for educators to post, and

parents to retrieve important information” (p. 64). However, it would be much more fruitful to

eventually adopt more two-way interactive technology tools to provide a more engaging and

personalized experience for parents (Heath et al., 2015).

Heath et al. (2015) found that parents are “eager to help their children succeed in school.

However, many parents do not know what is expected of them, or how to access information and

resources they may use to help their children experience more school success” (p. 364). While

parents do have a willingness to be involved and to have more frequent communication with

teachers regarding their children’s progress, it is the school’s responsibility to clarify to parents

how they can stay involved and support students. As stated previously, this information, along

with training on how to navigate the school’s ICTs, can be shared at an informational workshop.

Parent and School Perceptions

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There are numerous studies that discuss the perceptions of both parents and schools in

regards to the ICTs that are used to involve parents in their students’ education. Kocyigit (2015)

discussed how “effective communication is a prime component of healthy family

involvement...and must be built jointly by teachers, administrators and families” (p. 153). School

systems should understand that there are different preferences for how parents, teachers and

administrators communicate. These preferences, if not taken into account, can create a

disconnect. If a disconnect is not addressed or remains unknown, parent and school perceptions

of ICTs are consequently negatively affected.

Zieger and Tan (2012) explained that “parents and teachers sometimes felt that the other

should be doing more to open the lines of communication and that they, themselves were

reaching out to the other” (p. 38). They continued to explain that “teachers strongly prefer to use

email for communication while parents prefer a phone call, newsletter, or note” (p. 38). While

this may to true in this particular research study, opening the lines of communication early will

allow both teachers and parents to have a sense of individual, prefered communication forms.

Parent perceptions. Parental perceptions of ICTs are influenced by many different

factors. Parents become engaged when the technology is easy to use and well explained.

“Findings suggest that technologies with readily accessible and interactive resources that are

flexible can help develop parental engagement. However, simpler and less resource hungry

solutions such as the use of websites and email can provide opportunities for quick wins” (Lewin

& Luckin, 2009, p. 749). These technologies allow parents to be engaged with their students’

school work, which is “linked to increased parental enjoyment of working with their child” (p.

756). According to research by Heath et al., (2015), parents want the information that they are

receiving from the school to be “clear and concise” (p. 368). This information delivered through
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ICTs helps the parent develop a positive attitude of the school climate and the technology being

used.

Negative perceptions are developed when parents find the technology difficult to use. As

previously discussed, Heath et al.(2015) explained the importance of parents understanding what

is expected of them in the school environment. When parents understand these expectations and

how to access resources available to them, they help their children experience more success in

school. These perceptions may be intensified due to barriers such as limited knowledge of

English, limited access to technology, or negative preconceived notions of schools and school

personnel. These negative perceptions can influence parental buy-in to the use of technology that

the school is using to communicate, “...parents and teachers sometimes felt that the other should

be doing more to open the lines of communication and that they, themselves were reaching out to

the other” (Zieger, 2012, p. 38). When parents feel negatively about the available lines of

communication, they are more inclined to limit their communication. Even worse for public

school teachers, increasing parent dissatisfaction with the education system leads to parents

pulling their children out of school to educate them at home (Somekh, 2004, p. 177).

School perceptions. Perceptions of ICTs by teachers and administrators have an impact

on the continued utilization and effectiveness of the technology. “ICTs and other technological

innovations can play an important role in improving organizational as well as communication

efficacy, but only if district leaders, including superintendents and school boards, have the vision

to see what is possible and the will to make the necessary structural and personnel changes”

(Heath et al., 2015, p. 389-390). Administrators “that support and model open, honest

communication and embrace parents as partners tend to have more engaged and enthusiastic
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parents...” (p. 368). School administration has to model the use of ICTs so that teachers have an

equally positive perception and buy-in.

When developing which ICT will be used in the school, administrators need to

understand that the technologies chosen may not align with the needs and preferences of the

parent. “ Moreover, because no single method is likely to be appropriate for every parent, the use

of multiple ICTs may be necessary to ensure the greatest possible efficacy”(Heath et al., 2015, p.

365). This understanding of the differences and preferences between the parent and school

“represents a key leadership and management function for educational leaders today” (p. 365).

Teachers’ abilities and beliefs influence the integration of ICT in the education system.

“In order to maximize the potential impact of technology on teaching and learning, teachers need

to perceive the integration of technology in education as an integral part of developing their

professional knowledge” (Shamir-Inbal & Blau, 2017, p. 171). The understanding and belief of

ICTs helps to create a positive perception throughout the school, which in turn, leads to a

positive parental perception.

Conclusion

Summary of Educational Issue and Background

Technology has become a more vital factor in home-school communications and in

getting parents more involved in their children’s education. When school systems make efforts to

ensure that online communications are made available to all teachers and households, technology

can improve student academic achievement, as well as the relationships between parents and

schools, and parents and their children. Using technology as a communication tool can only be

implemented successfully when all members involved in the educational process are properly

equipped, prepared, and informed.

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Discussion of Parental Involvement through ICTs and Student Success

Parental access to information through technology improves student achievement and

involvement when Information Communication Technologies are properly utilized. Students are

better supported at home when their parents are informed of their learning strengths and needs.

When language, knowledge, or access barriers stunt the ability to communicate this information,

schools need to establish alternative courses of action. It is imperative that parents, teachers, and

administration share a positive mindset regarding Information Communication Technologies.

Continually fostering a positive mindset toward collaboration proves to be just as

important as initiating a shared mindset. Teachers need to know that parents care, just as equally

as parents need to know that their child’s teacher is determined to provide the best possible

education for their child. Two-way feedback nurtures proactive relationships on both sides.

Initiating new and relevant opportunities for feedback can be done in many different ways.

While the teacher has most of the control over their online gradebook and/or technology page, it

is also their duty to encourage parents and students to regularly access the posted information.

Without that push and accountability factor, important information is not necessarily received by

the intended audience. Educators of all grade-levels should push their colleagues to utilize the

variety of technologies that allow for easy communication with families. Administration and

school districts can play a role in this as well.

When administration is involved in the mix, there are more opportunities for information

to be effectively and efficiently shared. School-based digital newsletters, flyers, and bulletins

created by individuals others than classrooms teachers inform families of many fun and exciting

occasions. Student success in an educational setting blossoms when administrators hold their

teachers accountable for sharing learning experiences, resources, tools, and progress with
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families. Teachers don’t feel burdened by being the only ones staying in communication with

families. An administrative initiative portrays a cooperative and student-centered environment in

which all parties feel comfortable and prepared to help each child learn and grow.

Discussion of Barriers of ICTs

In considering the implementation of Information Communication Technologies, school

districts/counties need to be cognizant of barriers that could hinder the technologies from being

available, accessible, and effective. The purpose of implementing ICTs is to increase parental

involvement in students’ educational journeys. While many parents are motivated to have

ongoing communication with teachers and to provide their children with academic support, it is

necessary for schools to ensure that parents are fully aware of how to retrieve pertinent student

information and school resources. School officials may opt to implement some basic

technologies, like school/class websites, to make sure that parents are able to access information

about school events, classroom activity, and student progress. For more meaningful

collaborations between parents and teachers, the technology that schools choose to use need to

allow for two-way communication (Heath et al., 2015).

Not all families and students have the same access to technology and or technology skill

set. While this may seem like a problem that is too difficult to solve, it is important to remember

the importance of high expectations. Just as students rise to the occasion when they are held to

high expectations from their teachers, parents should be given the opportunity to do the same.

Administrators and teachers can work together to establish a productive environment in which

teachers and parents are proud to work and learn together. Professional development and

workshops are two ways to promote this proactivity. Informal communication contracts and

shared standards for communication are also ways to make communication through technology a
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priority. The more school leaders portray the importance of using ICTs to communicate, the

more of an expectation the communication will become. However, this is not achieved overnight.

This is a school-based goal that will need to be monitored for progress, reassessed, and

reimplemented by technology leaders. As noted, when changes and implementations improve

practice, everyone involved prospers.

The willingness to participate is imperative on all sides. Diverse schools are comprised of

diverse learners. Administrators, parents, and teachers should feel motivated and inspired to

close any and all gaps for the sake of the students and their educational well-being. The

perceptions and relative climate of all involved dictates whether or not this idealistic

implementation is effectively put into practice or glazed over as an impossibility. Nurturing the

idea that new possibilities are endless when it comes to using technology to communicate can

lead to new innovation. In order for new innovation to occur, cooperation between all involved

parties comes first (Beeman & Henderson, 2012). The perceptions of these stakeholders can

influence decisions.

Discussion of Parent and School Perceptions

When considering the parental and school perceptions of the use of Information

Communication Technologies, there are many aspects that need to be considered to have these

parties develop a positive perception of the technology. Parents need to see the positive impact

that these technologies have on their involvement with the school and how it impacts the success

of their child. School administration needs to monitor school and home information to provide a

positive perception. If the school is able to “convey to the parent that his or her involvement is

welcome and useful in supporting student learning and success” then this will “influence parents’

decisions to become involved” (Zieger, 2012, p. 39).

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It is important that necessary educational technologies and policies are explained

explicitly to parents. When parents are able to fully utilize ICTs, they are better able to network

and access relevant information. In the research study of Park and Holloway (2017), they noted

“the size of parent network was a very powerful predictor of school-wide achievement. Taken

together, these findings suggest that policies aimed at encouraging parents to become involved at

the school site are likely to boost the achievement of elementary school children” (p. 12). Small

steps transform into large steps, just as small technology implementations blossom into larger

opportunities. When parents are informed and involved through technology, effective

relationships and cooperation can be established because important information is easily

accessible (Can, 2016).

Schools set the tone for the implementation of ICTs. Whether the choice has been made

to create specific school-wide policies or to simply monitor teacher and parents’ communication

in varied ways, positive outlooks are vital. A clearly stated vision for use of technology to

increase parent communication sets an optimistic tone for the school community. Open and

honest communication encourages and engages parents. Teachers should be able to choose the

ways in which they communicate via technology since each teacher has an individual preference.

Knowing that parents enjoy being informed of the small things like classroom celebrations and

student behavior improvements can inform this decision as well. Digital wisdom is not just for

those that easily understand technology. Digital wisdom and the benefits and barriers of using

technology should be explored and reflected upon to ensure current practices positively impact

schools, homes, and life in general (Patrikakou, 2016).

Answer Review Questions

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The focus of this literature review was to analyze the relationship between ICTs and

parental involvement. We were provided clear insight into the the realms of student success,

potential barriers when incorporating ICTs, and parent/school perceptions. One question asked:

How does parental involvement through the use of ICTs (Information Communication

Technologies) impact students’ success and/or achievement? We have clearly explored and

confirmed that Information Communication Technologies positively impact student

achievement.

When parents have access to up-to-date student information online, they are better

informed of their child’s individual strengths and needs. Parents receive individualized tools and

resources that support student learning at home, which creates a well rounded learning

environment. Proactive relationships are fostered and new friendships blossom when parents and

students spend time together outside of the school day. Community rapport is strengthened, as

well as the relationship between school employees and families. The natural consequence to

ongoing positive relationships is greater discussion about student achievement and a shared

willingness to work together to continue progressing that achievement.

A second question asked: What barriers do school districts/counties need to anticipate

when encouraging parental involvement through Information Communication Technologies? It

has been established that barriers such as diverse backgrounds, teacher and parents’ necessary

knowledge, and willingness to participate exist in school districts/counties when utilizing

communication technologies.

Teachers are limited in the information communication technologies they can access

from school. The technologies that are chosen need to be inclusive of diverse families, including

families of lower socioeconomic status and families of limited English proficiency. Inclusion can
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be obtained when all parties desire to learn and work together. Since schools have access to

technologies that are intended to be used at home as well, they should work to provide necessary

supports and workshops. By providing these supports to parents, the access to technology gap

can be lessened.

Finally, the third question proposed was: “How do parent and school perceptions affect

the use of Information Communication Technologies?” The perceptions of parents and school

officials have an impact on the effectiveness of ICTs. Parents need to see the positive impact that

results from the use of these ICTs in order to make them effective initiatives. Teachers feel that it

is important to find out the best means of communication through technology in order to keep

parents updated and informed. Administrators that encourage and monitor home-school

communication foster a positive and productive learning environment between everyone

involved in the educational experience. When schools and homes are seamlessly connected

through technology, students flourish.

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Technology and Parental Involvement Literature Review

References

Becker, J. D. (2007). Mind the Gaps: Exploring the use of technology to facilitate parental

involvement, particularly for historically underserved populations. Journal of School

Public Relations, 27, 57-82.

Beeman, R. Y., & Henderson, C. J. (2012). Video-conferencing technology brings a homebound

middle grades student to the classroom. Middle School Journal, 43(5), 26-33.

Blau, I., & Hameiri, M. 2017. Ubiquitous mobile educational data management by teachers,

students and parents: Does technology change school-family communication and parental

involvement? Education and Information Technologies, 22(3), 1231-1247.

Bergman, P., & Rogers, T. (2016). Parent adoption of school communications technology: A

12-school experiment of default enrollment policies. Evanston, IL: Society for Research

on Educational Effectiveness. Retrieved from:

https://files.eric.ed.gov/fulltext/ED567596.pdf

Can, M. H. (2016). Use of mobile application: Means of communication between parents and

class teacher. World Journal on Educational Technology: Current Issues, 8(3), 252-257.

Cromer, H., Walsh, B. A., & Weigel, D. J. (2014). Classroom-to-home connections: Young

children's experiences with a technology-based parent involvement tool. Early Education

and Development, 25(8), 1142-1161.

Heath, D., Maghrabi, R., & Carr, N. (2015). Implications of information and communication

technologies (ICT) for school-home communication. Journal of Information Technology

Education: Research, 14, 363-396.

Kocyigit, S. (2015). Family involvement in preschool education: Rationale, problems and

solutions for the participants. Educational Sciences: Theory & Practice, 5(1), 141-157.
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Technology and Parental Involvement Literature Review

Lewin, C., & Luckin, R. (2010). Technology to support parental engagement in elementary

education: Lessons learned from the UK. Computers & Education, 54(3), 749-758).

Olmstead, C. (2013). Using technology to increase parent involvement in schools. TechTrends:

Linking Research and Practice to Improve Learning, 57(6), 28-37.

Park, S. & Holloway, S. D. (2017). The effects of school-based parental involvement on

academic achievement at the child and elementary school level: A longitudinal study. The

Journal of Educational Research, 110(1), 1-16.

Patrikakou, E. N. (2016). Parent involvement, technology, and media: Now what?. School

Community Journal, 26(2), 9-24).

Schecter, S., & Sherri, D. (2009). Value added? Teachers’ investments in and orientations

toward parent involvement in education. Urban Education 44(1), 59-87.

Selwyn, N., Banaji, S., Hadjithoma-Garstka, C., & Clark, W. (2011). Providing a platform for

parents? Exploring the nature of parental engagement with school learning platforms.

Journal of Computer Assisted Learning, 27(4), 314-323.

Shamir-Inbal, T. & Blau, I. (2017). Which pedagogical parameters predict the general quality

of ICT integration from the perspective of elementary school leaders?. Computers in

the Schools, 34(3), 168-191.

Somekh, B. (2004). Taking the sociological imagination to school: An analysis of the (lack of)

impact of information and communication technologies on education systems.

Technology, Pedagogy and Education, 13(2), 163-179.

Wassell, B. A., Fernandez-Hawrylak, M., & Scantlebury, K. (2017). Barriers, resources,

frustrations, and empathy: Teachers’ expectations for family involvement for latino/a

ELL students in urban STEM classrooms. Urban Education, 52(10), 1233-1254.

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Technology and Parental Involvement Literature Review

Zieger, L. B., & Tan, J. (2012). Improving parent involvement in secondary schools through

communication technology. Journal of Literacy and Technology, 13(1), 30-54.