Digital Well-Being and Superdigital Citizenship: A Class Comparison of Parenting Practices for Remote Learning.
Using the pandemic as a natural laboratory for exploring edtech, this study is concerned with the changes in parental involvement that the demands of remote-learning elicited and implications for educational justice across classes. Interviews with 25 middle-class and low-income parents revealed clas...
| Publicado en: | Social Justice Research Vol. 38; no. 3; pp. 332 - 352 |
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| Formato: | Artículo |
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Springer Nature
Sep2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=187165595&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 187165595 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 08857466 4LL jtl: Social Justice Research issn: 08857466 maglogo: N pubinfo: dt: Sep2025 vid: 38 iid: 3 pid: 237 pub: Springer Nature artinfo: ui: 187165595 10.1007/s11211-025-00454-4 ppf: 332 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P size: 879KB tig: atl: Digital Well-Being and Superdigital Citizenship: A Class Comparison of Parenting Practices for Remote Learning. aug: au: Erdreich, Lauren affil: https://ror.org/03qxff017 The Seymour Fox School of Education, Hebrew University of Jerusalem, Jerusalem, Israel su: Parenting Educational technology Educational equalization Distance education Digital technology sug: subj: Parenting Educational technology Educational equalization Distance education All Other Miscellaneous Schools and Instruction Administration of Education Programs Digital technology keyword: Class Critical edtech Digital parenting Education Specialist Studies In Education Parental involvement Remote-learning Class Critical edtech Digital parenting Education Specialist Studies In Education Parental involvement Remote-learning ab: Using the pandemic as a natural laboratory for exploring edtech, this study is concerned with the changes in parental involvement that the demands of remote-learning elicited and implications for educational justice across classes. Interviews with 25 middle-class and low-income parents revealed classed practices of parental involvement in remote-learning: middle-class parents espouse a digital well-being approach while low-income parents espouse a superdigital citizenship approach. The former is concerned with maintaining what parents see as a healthy balance between children's digital activity and school learning; the latter with ensuring children have access to what parents see as varied resources and opportunities for learning and social connection available online and in face-to-face daily interaction, particularly in school. Classed practices of parental involvement reveal that parental involvement is a salient sphere of educational justice particularly in the context of educational technology implementation, and are implicated in issues of cultural and distributive justice. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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