Running Head: ENGAGING PARENTS IN THEIR CHILDRENS EDUCATION 1

Engaging Parents in their Childrens Education

Through Technology Acquisition

Eliceo Herrera-Flores

San Diego State University

EDL 680
ENGAGING PARENTS IN THEIR CHILDRENS EDUCATION 2

Abstract

This paper will examine several different studies and articles that delve into the benefits of

building technology skills with parents of elementary-aged children. The paper seeks to find

ways to best implement technology classes for parents in an ongoing basis. The goal of this

paper is to analyze successes in similar student demographic populations.

ENGAGING PARENTS IN THEIR CHILDRENS EDUCATION 3

Engaging Parents in their Childrens Education

Through Technology Acquisition

With the advent of full one to one technology implementation at my school site beginning

next school year and the ever-increasing digitalization of our world, it has become increasingly

important that our families are aware of the technology their children are learning in school. It is

also important that parents themselves learn to use the same tools their children are learning in

the classroom. The importance lies in the fact that parents need to know the skills their children

will need to not only be able to survive but to compete for the high-paying jobs of the 21st

Century.

As we continue to move through the 21st Century, technology literacy will continue to

play an important role in everyones daily life. All students will be required to be technologically

literate. Students need to begin learning at a very young age that technology is not just a way to

entertain yourself but also a tool for learning. When my school proposed buying iPads for

students three years ago, many parents and teachers alike didnt quite realize the importance that

these devices could play in the education of our children. They could be used as tools to educate

our students. They thought of these devices only as expensive toys that would pacify and placate

kids. Through our three-year technology implementation plan, teachers and parents have realized

these devices are great tools for students to use as they collaborate, research, create

projects/videos, and learn from others.

At this point in our technology implementation, the time is ripe for our schools families

to be provided with the proper consistent technology training so that they can learn the

technology skills needed to become a 21st Century digital citizen. Our parents cannot passively
ENGAGING PARENTS IN THEIR CHILDRENS EDUCATION 4

stand on the sidelines and not engage in the same learning as their children. From our recent

Taste of Technology event in the Spring, where we invited district personnel, board members,

donors of a generous grant, parents, and community members that it became noticeably clear to

me and the administrative team that our parents werent aware of all the technology their

children were using to enhance their level of engagement in their learning. This paper seeks to

point out some of the positive outcomes from providing technology classes for all of our schools

families. It will also seek to answer some examples of the best ways to implement such classes.

Review of Literature

Technology for Latino Immigrant Families

This report focused on the importance of building technological capacity among parents.

Rivera first observed that many immigrant family dynamics suffer from the upside-down model.

This is a home scenario in which the children of immigrants become the de facto leaders in the

family because they speak English and receive ongoing education that often includes computer

training. This de facto model devastates healthy family dynamics and undermines parental

authority and potential guidance. (Rivera, 2015) He pointed out that due to children not

viewing their parents as capable of providing direction in their schooling, it was important to

provide a community learning center in their native language to ensure that parents can become

effective participants in their childrens education.

This study had over 400 participants ranging in age from 17 to 81 years old. There was a

4 to 1 ratio of women to men participating in the study. Slightly over 75% of participants

reported currently having school-aged children, with about a third of those in grades K-5, another

third of mixed grade levels from K-12 and college. Less than 10% of participants had children
ENGAGING PARENTS IN THEIR CHILDRENS EDUCATION 5

only in middle school or high school. Close to 73% of the participants reported their education

background as having studied in their country of origin with about 20% having studied in both

the United States and their country of origin. However, their education level varied with about a

third each having completed high school, elementary to middle school, and trade school,

community college , or university.

Riveras report showed the impact these programs had in the community. He observed

that in a seven year span there was nearly a 500% growth in the proliferation of community

centers throughout the Houston metropolitan area. These centers operated mostly in

community-based organizations, community colleges, and nine independent school districts.

The proliferation of CCAs across multiple districts is indicative of the impact and success of the

program in creating a technology infrastructure within these disadvantaged communities in a

way that is meaningful and therefore also successful. (Rivera, 2014, p. 204) Making these

programs as easily accessible to parents allowed them the opportunity to learn technology in

their local community. One major outcome was that several kindergarten parents who began to

volunteer in their childrens classroom also aided the teachers in developing PowerPoint

presentations focused on teaching these small children the ABCs, numbers, colors, dollars and

cents.

Participants in this program found that learning about technology would be very helpful

in assisting them to have better job opportunities. Close to 90% of participants also believe that

their new technology learning will help them in assisting their children with school related work.

Theyve also become more active in their school community by attending meetings and voicing

their opinions on varying topics. In general, the participants perception of the program seem to
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suggest that they are making clear connections on the usefulness and importance of computer

training not only for their immediate jobs but also for their future employment. They are also

making connections on the implications of their computer training in their childrens education

as they become involved in school-related activities. (Rivera, 2014)

Reynolds Teaching Parents Computer Skills

This article points out the advantages of teaching computer skills to parents of elementary

students. For many of these parents, these computer trainings have been their first interaction

with a computer. Parents have learned to set up email accounts, navigate the web, and some have

also learned to use Microsoft Word. The article points out that these trainings have better parent

participation when they are conducted in Spanish than in English. This schools technology

trainings for parents has enabled them to have better communication with their childrens

teachers and helped better support their children at home. Grazioli said the effort should help

parents support their children at home and help them do Web-based research. (Rushing, 12

May, 2017)

Districts Deploy Digital tools to Engage Parents

Fleming found that many educational leaders are attempting to meet the needs of parents

by teaching parents how to use technology to be more engaged in the education of their children.

She found that many districts are not only using technology to communicate more effectively

with parents but these education leaders are also finding that it is more cost effective to teach

parents how to use social media as a means of communicating with their childrens schools.

Parents have also been trained how to access digital resources in order to help their children at

home. Interest among school leaders in using digital tools to connect with parents in new and
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more cost-effective ways is rising across the country, educators say, in an effort to save staff

time, ease language barriers through translation services, and provide opportunities to reach

more parents than ever before, no matter their socioeconomic status. (Fleming, 7 November,

2012)

Teaching Preschoolers to use Computers-Along with their Parents

Berdik examined the specific role parents of preschoolers play in helping young children

develop valuable habits when using technology. The article pointed out that parents in a Boston

community were trained on how to actively be part of their childrens learning while using

computers and mobile devices. The article mentioned a 1970s theory of co-viewing television

programs, where studies found that children that watched Sesame Street with their families

learned more than those that watched on their own. This theory has been adapted for the digital

age and has been rebranded as joint media engagement. The main idea is that kids get a

learning boost, both socially and academically, when parents engage with them, whether thats

exploring an iPad app, co-viewing Dora the Explorer or reading a book. (Berdik, 23 July,

2015)

Using Computer Technology to Bridge School and Community

This article examines the direct route a technology coordinator took in emphasizing

teaching computer skills to parents before teachers and students. The coordinators main goals

were to have parents learn English and learn word-processing skills. He believed that since

Technology is written in English, it was important for parents to learn the language in order to

develop proficiency with technology. A significant condition for parents participating in this

program was that they had to pay for the course by volunteering in the school. For each hour
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of instruction, however, parents were expected to volunteer an hour at school, using their newly

acquired computer knowledge and skills to assist Sanchez and the teachers. This arrangement

created a mutually beneficial relationship between the parents and the school. (Chen & Dym,

November, 2003)

Empowering Parents Through Technology: To Improve the Odds for Children

This article argues that it is important for policy makers to invest in capacity-building

parents in technology so they may engage in their childrens education. It further promotes the

idea that investing in parents will bring multiple benefits to communities. Equipping parents

with the digital tools and training they need to help their children is a wise investment. The

return on investment comes from a better educated generation of students as well as a whole

generation of parents who, themselves, have the 21st century skills demanded by todays jobs.

When parents become capable users of technology, in turn, they become role models and set an

example for smart and safe Internet use for their children.

Conclusion

It is clear from the research that it is imperative to provide all parents, caregivers, and

families of school-aged children the tools needed to become 21st Century digital citizens.

Educational leaders, policy makers, teachers, and families alike throughout our country need to

realize that when parents are offered consistent multiple courses to capacity-build them with the

same technology skills that their children are learning at school, they will reap the rewards.

Parents will participate at a greater rate in their childrens education. They will spend the quality

time needed to instill a love of learning through the use technology. They will also be much more

engaged in school by attending meetings advocating for more resources for their children. These
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community members will also feel a sense of empowerment that is achieved when you feel that

you are learning something that is important for your childrens future. In addition, the

technology skills gained by parents will ensure that they continue providing their children with

the support needed to compete in the 21st Century.

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References

Chen, J.-Q., & Dym, W. (2003). Using Computer Technology To Bridge School and Community.

Phi Delta Kappan. 85(3), 232-34.

Empowering Parents Through Technology: To Improve the Odds for Children. Digital

Opportunity for Youth Issue Brief Number 7 The Children's Partnership (October, 2010)

Fleming, N. (2012). Districts Deploy Digital Tools to Engage Parents. Education Week. 32(11),

1, 16-17.

Rivera, H. H. (2014). Studying the Impact of Technology-Infused Activities among Low-Income

Spanish-Speaking Immigrant Families. Journal of Latinos and Education. 13(3), 196-211.

Rushing, K(2007, May 12). Reynolds Teaching parents computer skills Retrieved from The San

Diego Union-Tribune

Teaching preschoolers to use computers-along with their parents. The Hechinger Report (July

23, 2015) 1-11