Schools should consider parents' socioeconomic status, provide necessary information, and support training for effective technology-integrated partnerships¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 3 studies (2 associational, 1 review), q2–q3 · 0 of 3 report an effect size · 3 claims rest on one study

Description¶

The review's concluding recommendation directs schools to address the digital divide in partnership practices through three actions: considering parents' socioeconomic status, providing necessary information, and supporting training. As the review states, "To address this, schools must consider parents' socioeconomic status, provide the necessary information, and support training for effective technology-integrated partnerships." The strategy responds to the skills and usage gaps the review identified as limiting partnership benefits.

Design Implications¶

Context¶

Requirements¶

• Schools must have the capacity to offer information and training support to parents.

Constraints¶

• The recommendation addresses families with limited access to technology or digital skills, as identified in the review's included studies.

Target Learners¶

• parents, particularly those with limited technology access or digital skills

Target Learning Goals¶

• developing digital skills for effective participation in family–school partnerships

Claims¶

• Digital technology in family–school partnerships provides new opportunities but raises concerns for families with limited access or digital skills [+W]
• The multilevel digital divide presents multiple challenges for parents in technology-integrated family–school partnerships [+W]
• The second-level digital divide (skills and usage gaps) limits the benefits of technology-integrated family–school partnerships for many parents [+W]
• Technology access problems during the COVID shift were more prevalent among minoritized students and students from lower-income households [+W]

Related Strategies¶

Examples¶

-

Key Sources¶

• 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