Parental Involvement in Supporting Students' Digital Learning

Autor/inn/en	Gonzalez-DeHass, Alyssa R.; Willems, Patricia P.; Powers, Jillian R.; Musgrove, Ann T.
Titel	Parental Involvement in Supporting Students' Digital Learning
Quelle	In: Educational Psychologist, 57 (2022) 4, S.281-294 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2022.2129647
Schlagwörter	Elementary Secondary Education; Educational Technology; Parent Participation; Online Courses; Parent Role; Self Efficacy; Parent Attitudes; Parent School Relationship; Technological Literacy; Computer Mediated Communication; Interpersonal Communication; Electronic Learning; Homework + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Elternmitwirkung; Online course; Online-Kurs; Parental role; Elternrolle; Self-efficacy; Selbstwirksamkeit; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Technisches Wissen; Computerkonferenz; Interpersonale Kommunikation; Hausaufgabe
Abstract	Within K-12 education, increasing numbers of children are learning via new digital learning tools while at home, raising important questions about the changing nature of parents' involvement in digital spaces. This article uses the Hoover-Dempsey and Sandler parental involvement model to discuss parents' decisions to become involved in children's K-12 learning amidst the shift to more digital and online learning, focusing specifically on how the model accounts for the innovative evolution of technology and parental support of students in digital spaces. Specific questions are posed to challenge traditional conceptions of parental role construction, efficacy, and invitations for involvement within the context of students' digital learning. Discussion covers the importance of involvement practices that value meaningful digital learning opportunities, parental concerns over the shift to digital spaces, parental confidence using technology, and utilizing technology to foster bi-directional communication to address parents' concerns as they support their children's digital learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01