A Systematic Review of the Impact of the Multilevel Digital Divide in Technology-Integrated Family–School Partnerships

Abstract

Empirical evidence indicates that family–school partnerships are linked to children’s academic success. The use of digital technology, including the Internet, computers, and communication systems, provides new opportunities to enhance family–school partnership practices. However, the increasing use of digital technology in family–school partnerships raises concerns about families with limited access to technology or digital skills. This systematic review examined the impact of the digital divide on technology-integrated family–school partnership practices by analyzing 10 high-quality studies. Results indicated that the multilevel digital divide presents multiple challenges for parents. In particular, the second-level digital divide, which relates to skills and usage gaps, limits the benefits of technology-integrated family–school partnerships for many parents. To address this, schools must consider parents’ socioeconomic status, provide the necessary information, and support training for effective technology-integrated partnerships.