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• W2600195782 abstract "IntroductionOver the past three decades, researchers and practitioners alike intently explored the power of parent involvement and its impact on student development and learning. Numerous studies investigated the type and nature of parent involvement effects and explored models of fostering home-school partnerships to enhance academic, social, and emotional learning (e.g., Eccles & Harold, 1993; Epstein & Sheldon, 2002; Hoover-Dempsey et al., 2005; Patrikakou, Weissberg, Redding, & Walberg, 2005; Sheridan, Marvin, Knoche, & Edwards, 2008). Just when we thought we had a good grasp of the factors and relationships involved, it seems that we have been thrown back-perhaps not to square one, but not far from it.The ways through which technology and media use have been influencing parent-child interactions and parent involvement, as well as the school's role in supporting parents to navigate the complex parameters of parenting in the digital era, are not well understood. In an effort to shed light on these aspects, the present article provides an overview of the growing access to technology and its broader impact on the lives of children and adolescents, family interactions, parenting and parent involvement, as well as the school's brokering role in technology-immersed world.Growing Access to TechnologyThe rapid Internet boom since the 1990s, as well as the speedy expansion of mobile technology and its declining cost in recent years, have introduced a new interaction avenue and a communication factor that plays an increasingly important role in the relationships among parents, teachers, and students. The current generation is the first one that has known digital technology since birth and seems to feel the most comfortable with it-also known as digital natives, these are individuals born at the turn of the 21st century (Prensky, 2001a, 2001b, 2009). This generation has also been referred to as the Net Generation (Tapscott, 1998) or Millennials (Howe & Strauss, 2000). The term digital natives is often contrasted with that of digital immigrants, which describes those generations that encountered digital means and technological advances at some later point in life. With students being digital natives while parents and teachers are often digital immigrants, one wonders how the relationship among parents, students, and teachers is now filtered and regulated through technology and media use.Although there is a digital divide with higher income households having more access to computers at home and being more likely to use the Internet, access trends among various household income levels seem to be slowly converging (Perrin & Duggan, 2015). According to a 2014 report, 62% of households with an annual income less than $25,000 reported having a computer at home, while reported computer access in households with annual incomes between $50,000 and $99,000 was 93% (File & Camille, 2014). The Pew Research Center (2012) also reports that 97% of children between the ages of 12 and 17 have online access, which indicates that youth access the Internet via devices other than home computers-potentially school computers or handheld devices such as smartphones.Expanding the infrastructure for universal, affordable access to high speed (broadband) Internet has been part of public policy for more than a decade already. On March 26, 2004, President George W. Bush proclaimed that this country needs a national goal for broadband technology, for the spread of broadband technology. We ought to have a universal, affordable access for broadband technology by the year 2007 (2004, para. 1). In June 2013, President Obama announced the ConnectED initiative, which intends to provide access to next-generation broadband to 99% of American students by 2017, emphasizing that such connectivity will better prepare students to acquire those skills necessary to compete in an increasingly globalized economy. …" @default.
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• W2600195782 title "Parent Involvement, Technology, and Media: Now What?" @default.
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