Parents as Stakeholders in the Use of Digital Technology in Elementary Classrooms

Abstract

The impact of parental involvement on student achievement and closing gaps in educational opportunities has been previously well established. The roles of parents in the U.S. educational system have progressed from those that entail simple involvement to those that allow for greater empowerment and recognized involvement (sometimes referred to as engagement or partnership). This qualitative case study explored and identified parents’ perspectives on their roles as decision-makers regarding digital technology use in elementary classrooms. Thematic analysis of the semi-structured interviews found that parents felt that they had no voice or influence regarding the use of digital technology in their children’s classrooms and were unsure of their roles as stakeholders. Parents also expressed personal beliefs about what they considered appropriate digital technology use in the classroom and concerns about the associated social and health issues. This study highlights the importance of parents’ roles as decision-makers in the educational process.