ABSTRACT

There is considerable evidence that the level of parental involvement is closely associated with children’s school outcomes¹. 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.

摘要

有大量证据表明，父母的参与程度与孩子的学业成绩密切相关¹. 学校越来越多地使用数字技术来吸引家长，但此类技术对学生学习行为的影响仍不清楚。本文回顾并综合了来自 29 项研究的国际证据，以确定技术介导的父母参与是否可以改善学生的学习成绩。虽然该审查表明，学校与家长之间通过电话、短信或电子邮件就孩子的学习成绩、出勤率和家庭作业完成情况进行交流是很有希望的证据，但这种交流必须是双向的、个性化的和积极的。家用电脑和其他便携式设备的证据尚无定论。迄今为止，尚无证据表明在线技术设备和数字媒体可有效提高学校成绩。目前对使用这种技术的研究很薄弱。