Abstract
Parental involvement is a crucial factor in enhancing children's academic achievement and success. However, in rural areas parental involvement in children's education is often limited due to challenges, such as the lack of resources, and inadequate communication channels between parents and schools. The study responded to the question of: How do teachers and educators perceive the role of technology in enhancing parental involvement in children's education? This qualitative study aims to identify and evaluate technology-based tools and applications that can facilitate parental involvement in their children’s education in selected rural schools in Limpopo Province. The study used multiple case study design, and data was collected using a semi-structured interview guide with parents, teachers, and school principals who were purposively selected from the four schools. The data was analyzed using thematic analysis that yielded two key themes of resources and communication that related to the use of technology in enhancing parental involvement. The study recommended for the collaboration of schools’ stakeholders and policy makers to ensure equitable access to technology in all schools, provide training and support for parents and teachers, and foster partnerships with community organizations. By harnessing the power of technology, rural schools can strengthen the teacher parent relationship, promote educational equity, and contribute to improved performance for their children.
Author Information
Nomazulu Ngozwana, University of South Africa, South Africa
Paper Information
Conference: ECE2023
Stream: Primary & Secondary Education
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Ngozwana N. (2023) Exploring the Use of Technology to Enhance Parental Involvement in Children’s Education: A Qualitative Study in Selected Rural Schools in Limpopo Province ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.63
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.63
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