Parent perceptions of technology-facilitated learning for young children: Associations with parent and child characteristics

Abstract

Despite increasing integration of digital technology in schooling practices, few studies have considered parents’ thoughts and experiences with technology-facilitated learning at home. The present study surveyed 822 parents of young children in the U.S. about their perceptions of technology-facilitated learning, including COVID-19 remote schooling and technology-facilitated homework. Parents reported negative experiences with remote schooling but positive perceptions of technology-facilitated homework. Additionally, parents’ positive media attitudes and stronger digital skills related to more positive experiences and perceptions. Results suggest careful consideration of parents’ attitudes, skills, and experiences is needed to facilitate successful integration of digital technology to support young children’s learning.