Abstract:
There is a growing concern regarding the increasing educational disparity in Australia, particularly among newly arrived culturally and linguistically diverse (CALD) communities. It has been proposed that the insights gained regarding education during the COVID-19 pandemic should prompt a sustained emphasis on the pivotal role that technology and parental engagement can have in children's education (Quilter-Pinner & Ambrose, 2020).
In this qualitative study, eighteen recently arrived CALD parents residing in Western Sydney, whose children attended primary and/or secondary public schools, participated in individual semi-structured Zoom interviews. These interviews aimed to explore the factors influencing their ability to engage with digital technologies while supporting their children’s home learning in a post-COVID world. Consistent with recent research (Osorio-Saez, 2021), the lack of access to technology was not identified as a significant issue for the CALD participants in this study as their children had access to at least one digital device and their internet connection was generally affordable and reliable.
However, participant responses offered new insights into the relationship between how technology is used and how newly arrived CALD parents support their children’s learning after resettlement in Australia. It was noted that while some parents demonstrated confidence and proficiency in supporting their children's digital learning due to prior exposure to technology, others experienced difficulties stemming from limited technological and/or English language proficiency. These parents felt confused and uncertain about how to support their children’s digital learning. This often resulted in relying on family or friends to clarify online learning expectations or assist with technical problems.
Framed within Goodall and Montgomery’s (2014) continuum of parental engagement, this study utilised responses from CALD parents who participated to demonstrate how some parents were able to assume a more proactive, agentic role in supporting their children’s learning, as opposed to merely being involved in or supporting their child’s school.
To further this study's findings, large-scale educational research could explore models of parental engagement, specifically focusing on the capacity of recently arrived CALD parents to utilise digital technology to support and bolster their children's educational attainment.
References
Goodall, J. & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66:4, 399-410.
O’Sorio-Saez, E.M., Eryilmaz, N,, & Sandoval-Hernandez, A. (2021). Parents’ acceptance of educational technology: Lessons from around the world. Frontiers in Psychology, 12:719430.
Quilter-Pinner, H., & Ambrose, A. (2020). The ‘new normal’: The future of education after Covid-19. London: Institute for Public Policy Research. http://www.ippr.org/research/publications/the-new-normal
In this qualitative study, eighteen recently arrived CALD parents residing in Western Sydney, whose children attended primary and/or secondary public schools, participated in individual semi-structured Zoom interviews. These interviews aimed to explore the factors influencing their ability to engage with digital technologies while supporting their children’s home learning in a post-COVID world. Consistent with recent research (Osorio-Saez, 2021), the lack of access to technology was not identified as a significant issue for the CALD participants in this study as their children had access to at least one digital device and their internet connection was generally affordable and reliable.
However, participant responses offered new insights into the relationship between how technology is used and how newly arrived CALD parents support their children’s learning after resettlement in Australia. It was noted that while some parents demonstrated confidence and proficiency in supporting their children's digital learning due to prior exposure to technology, others experienced difficulties stemming from limited technological and/or English language proficiency. These parents felt confused and uncertain about how to support their children’s digital learning. This often resulted in relying on family or friends to clarify online learning expectations or assist with technical problems.
Framed within Goodall and Montgomery’s (2014) continuum of parental engagement, this study utilised responses from CALD parents who participated to demonstrate how some parents were able to assume a more proactive, agentic role in supporting their children’s learning, as opposed to merely being involved in or supporting their child’s school.
To further this study's findings, large-scale educational research could explore models of parental engagement, specifically focusing on the capacity of recently arrived CALD parents to utilise digital technology to support and bolster their children's educational attainment.
References
Goodall, J. & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66:4, 399-410.
O’Sorio-Saez, E.M., Eryilmaz, N,, & Sandoval-Hernandez, A. (2021). Parents’ acceptance of educational technology: Lessons from around the world. Frontiers in Psychology, 12:719430.
Quilter-Pinner, H., & Ambrose, A. (2020). The ‘new normal’: The future of education after Covid-19. London: Institute for Public Policy Research. http://www.ippr.org/research/publications/the-new-normal