Using technology to support parental engagement

: (Alternative Format Thesis)

Abstract

For the present research, a mixed-methods approach was employed to investigate the use of technology in supporting parental engagement with children’s learning in England and 18 more countries. The thesis is written as a collection of four research papers (combining one quantitative and three mixed-methods studies) investigating the mechanisms, factors and conditions under which the use of technology supports parental engagement with children’s learning in socio-economic disadvantaged contexts and in the general population.

The whole research comprised two stages. The first pertained to Sub-studies I (N =2483) and II (N = 155)., which together were aimed at strengthening the Learning Foundation’s One-to-One programme. In sub-study I, the factors associated with technology that enhance or constrain parental engagement with children's learning were investigated. This study reported five findings. First, parents who reported not prior access to a technological device, experience difficulties in using of technology to support children's learning. Second, parents provided both positive and negative opinions regarding the use of the device at school. Third, technology was seen as a tool that contributed to student achievement but did not solely determine it. Those parents who considered technology to have a lesser relationship with their children's achievement tended to be more engaged in their children's education. Fourth, many parents would like their role in the programme to be more defined. Fifth, parents plea for more information on how to support their children's learning at home.

The purpose of Sub-study II was to provide empirical evidence for the development of parental digital skills and the construction of parental roles within socio-economically disadvantaged households. Based on the findings, the use of technology positively correlated with parental computer skills development, while socio-economic status negatively correlated with parental role beliefs and same skills' development. In terms of internet skills and strategic skills, no evidence was found. Additionally, it was found that the parents’ role in learning is related to access to digital technology, socioeconomic status, and the type of job they hold. Parents related being a teacher, a project collaborator, a learning broker, a resource provider, a non-technical consultant, and a learner while using technology to support their children's learning.

The second stage comprised Sub-studies III (N =4,658) and IV (N =4,600). Deriving from Sub-study IV, one evidence briefing for Colombia was designed.

For Sub-study III, the ways parents have been building capacity and engaging with children’s learning during the period of social distancing arising from the global COVID-19 pandemic was investigated. There were 4,658 caregivers and parents taking part in the survey, conducted online across 23 countries with the collaboration of more than 20 research institutions. The chapter/paper presents data in two parts. First, using tables and figures, the survey provides a descriptive analysis of on all items. The second part deals with the construction of the scales. In the dataset, three scales were developed: parental confidence in dealing with technology, parental engagement in their children's learning, and socio-economic status.

Sub-study IV aimed to identify the factors that foster parents' acceptance and use of technology to support their children's learning in 19 countries. Researchers found that when there is well-designed educational technology provided or suggested by the school, parents are more engaged in their children’s learning. Similar results were reported when parents who are socially encouraged or supported while using educational technology. In contrast, parents are less engaged with learning, when technological tools that are perceived to be challenging. One evidence briefing for Colombia derived from the sub-study IV outcomes was presented to the National Ministry of Education and two non-profit organisations devoted to improving education in the country.

This thesis has both theoretical and practical implications. Theoretically, this thesis adds to the literature from two perspectives. First, a novel approach underpinned by social science theories is proposed to investigate the use of technology supporting parental engagement based on interactions and meaningful family computer practices, away from the traditional measurement of access to devices and connectivity.

Second, this research makes contributions to the existing theoretical frameworks, for instance:

a. Inclusion of parental engagement with children’s learning and technology in the home learning environment framework (See page 202).
b. An adapted model to measure parental acceptance and use of technology to support learning (See page 207).
c. A new perspective on Bourdieusian capitals, including the use of technology as a form of capital that may not only be redeemed from cultural and social capital, but is also exchangeable.
d. A new concept defined parental engagement as “anti-habitus” that challenges Bourdieu's concept of habitus. “Anti-habitus” refers to what parents do to support learning in the home through choices and practices. Parents engage in these choices and practices in response to their own beliefs, aspirations, and expectations for their children. The evidence presented in this thesis demonstrates that parental engagement is not a habitus. It is associated, but not determined by, the social and cultural characteristics of the households.

In practical terms, the research outcomes have led to recommendations for school practitioners, policymakers, and educational leaders. The evidence suggests that the use of technology to support parental engagement should be enacted with caution. In particular, schools should make sure that the educational technology they provide to students and parents is thoughtfully scrutinised. Additionally, a supportive environment is essential for parents to engage in their children's learning through interactions and meaningful home practices.

Date of Award	17 Jan 2022
Original language	English
Awarding Institution	University of Bath
Supervisor	Andres Sandoval Hernandez (Supervisor) & Ioannis Costas Batlle (Supervisor)