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A systematic review of the impact of technology-mediated parental engagement on student outcomes

See, B.H.; Gorard, S.; El Soufi, B.; Lu, B.; Siddiqui, N.; Dong, L.

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Authors

B. El Soufi

B. Lu



Abstract

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

Citation

See, B., Gorard, S., El Soufi, B., Lu, B., Siddiqui, N., & Dong, L. (2021). A systematic review of the impact of technology-mediated parental engagement on student outcomes. Educational Research and Evaluation, 26(3-4), 150-181. https://doi.org/10.1080/13803611.2021.1924791

Journal Article Type Article
Acceptance Date Apr 28, 2021
Online Publication Date May 13, 2021
Publication Date 2021
Deposit Date Apr 28, 2021
Publicly Available Date Nov 13, 2022
Journal Educational Research and Evaluation
Print ISSN 1380-3611
Electronic ISSN 1744-4187
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 26
Issue 3-4
Pages 150-181
DOI https://doi.org/10.1080/13803611.2021.1924791
Public URL https://durham-repository.worktribe.com/output/1243615

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Accepted Journal Article (559 Kb)
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Publisher Licence URL
http://creativecommons.org/licenses/by-nc-nd/4.0/

Copyright Statement
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.





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