Digital Inclusion as a Lens for Equitable Parent Engagement.

Abstract

Digital inclusion (DI) represents a framework for educational leaders to address ongoing digital access and participation divides for adult caretakers (e.g., parents) of school-aged children, as schools continue adopting new education technology tools. This preliminary research investigates teacher perceptions of different DI needs for parents during the pandemic. This research examines teacher perceptions of parents' knowledge and use of online tools in providing supervision to support home-based learning for their student children. A sample of K-12 teachers in the United States responded to open-ended survey questions relating to their observation and evaluation of student learning, parent involvement, and DI needs in their classes. The researchers used a framework drawn from Maslow's Hierarchy of Needs to categorize key DI components teachers identified, finding both digital access and digital participation needs existed in their students' homes. Ultimately, the framework of DI recognizes that household digital access alone does not create equitable opportunities for online instruction without holistic consideration of digital literacy training, technical support, and relevant online tools for parents and caretakers.