Parental involvement in supporting students’ digital learning

Abstract

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.