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.

摘要

在 K-12 教育中，越来越多的儿童在家中通过新的数字学习工具进行学习，这引发了有关父母参与数字空间的性质不断变化的重要问题。本文使用 Hoover-Dempsey 和 Sandler 家长参与模型来讨论在向更多数字化和在线学习转变的过程中家长参与儿童 K-12 学习的决定，特别关注该模型如何解释技术的创新发展和学生在数字空间中的家长支持。提出了具体问题来挑战传统的父母角色构建、效能和邀请学生参与数字学习的概念。讨论涵盖重视有意义的数字学习机会的参与实践的重要性，