The second-level digital divide (skills and usage gaps) limits the benefits of technology-integrated family–school partnerships for many parents¶
Claim · All claims
Evidence · 1 study · reviewr?·q3
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The review found that the second-level digital divide, relating to skills and usage gaps, limits partnership benefits for many parents. → Badiuzzaman 2025
Evidence¶
Badiuzzaman 2025¶
Badiuzzaman, Md; Lee, Jung-Sook; Cumming, Terry. (2025). A Systematic Review of the Impact of the Multilevel Digital Divide in Technology-Integrated Family–School Partnerships. https://doi.org/10.3102/00346543251400771
q3 · i? · review · r?
The review's synthesis identifies "the second-level digital divide, which relates to skills and usage gaps" as the divide level that limits benefits for many parents. No effect size or test statistic is printed.
"In particular, the second-level digital divide, which relates to skills and usage gaps, limits the benefits of technology-integrated family–school partnerships for many parents."
Discussion¶
Learner Variables¶
- Digital Literacy — moderator: an instructional effect differs with it
Related Claims¶
- Digital technology in family–school partnerships provides new opportunities but raises concerns for families with limited access or digital skills — a broader claim this one bears on
- The multilevel digital divide presents multiple challenges for parents in technology-integrated family–school partnerships — a broader claim this one bears on
- GenAI-mediated digital inequality in higher education extends beyond access to tool capability, skills, and pedagogical support — related
- Hispanic and low-income students reported more challenges and technology problems after the shift online than non-Hispanic White and higher-income peers; rural students did not differ — related
- Technology access problems during the COVID shift were more prevalent among minoritized students and students from lower-income households — related
- Family–school partnerships are empirically linked to children's academic success (as the review states the background evidence) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
second-level-digital-divide-limits-partnership-benefits |
title |
The second-level digital divide (skills and usage gaps) limits the benefits of technology-integrated family–school partnerships for many parents |
description |
The second-level digital divide (skills and usage gaps) limits the benefits of technology-integrated family–school partnerships for many parents |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — badiuzzaman-2025 |
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