What Schools Need to Know About Parents’ Views on Classroom Technology

 While technology holds the potential to enhance learning, there remains a significant gap between how schools view technology use and how parents perceive its effectiveness. In fact, global PISA scores between 2012 and 2022, a time when technology was heavily integrated in schools, have declined significantly across math, reading, and science (OECD, 2022). A recent study measured 674 Dubai-based parents’ perceptions of their children’s interactions with technology at home and school. Results strongly suggest that parents are extremely concerned about their children’s interactions with technology both inside and outside of school. This workshop focuses on parents’ perceptions of technology integration in schools.

One of the most pressing issues that parents have expressed is their lack of confidence in teachers’ ability to effectively use technology in the classroom. An item in the Dubai Parent Screentime Survey asked parents’ level of agreement with the statement  “I am confident that my child's teacher(s) knows how to use technology in a meaningful way to support teaching and learning (Table 1). More than half of parents (53.68%) feel that teachers are not adequately trained or proficient in integrating technology into instruction. This lack of confidence is critical, as it suggests that parents believe the technology being used is not enhancing learning but may be causing more harm than good.

Table 1: I am confident that my child's teacher(s) knows how to use technology in a meaningful way to support teaching and learning.

Many teachers, particularly those trained in traditional teaching methods, may struggle with the sudden and rapid implementation of digital tools. The pandemic forced schools to adopt remote learning almost overnight, leaving many educators with little time to adapt to new platforms and teaching strategies. As a result, parents may have observed instances where technology was used inefficiently or inconsistently, leading to their skepticism about whether teachers have the skills needed to utilize it effectively.

An even more important statistic is that many parents are not satisfied with how educational technology is being used in the teaching and learning process in their child's classroom. Another item in the Dubai Parent Screentime Survey asked parents’ level of agreement with the statement “I am satisfied with the use of educational technology in the teaching and learning process in my child's classroom (Table 2). More than half of parents (66.17 %) did not agree or strongly agree with this statement. This level of dissatisfaction indicates that many parents believe technology is not being implemented in a way that benefits their child’s learning.

Table 2: I am satisfied with the use of educational technology in the teaching and learning process in my child's classroom.

One common concern is that technology is being used more as a substitute for high-quality instruction rather than a tool to supplement it. For example, parents might observe their child spending excessive time on screens, completing automated tasks or assignments with little meaningful interaction with their teacher. In such cases, parents may feel that technology is taking away from the personalized, human element of learning that is critical to student development. Additionally, some parents are concerned that educational technology, when not used effectively, can exacerbate issues related to attention span, digital distraction, and inability to think critically

Many parents also worry (58.28%) that the increasing use of technology in classrooms is leading to a diminished role for teachers (Table 3). This perception is particularly strong in cases where students are spending a significant portion of their day working on devices, often with minimal direct interaction with their instructor. Parents may feel that teachers are being sidelined, with technology taking the forefront in the teaching process.

Table 3: I believe that education technology is replacing the teacher in my child's school

To address parents' concerns about technology replacing teachers, schools should clearly highlight how teachers remain central to the learning process, even with the integration of digital tools. Technology should be framed as a supportive tool that enhances a teacher's ability to personalize instruction, provide timely feedback, and create more dynamic, interactive lessons. Schools can emphasize how digital tools help teachers tailor learning experiences to individual student needs, drawing on data from these technologies to inform instructional decisions. This approach ensures that parents see teachers as the primary drivers of student success, with technology playing a complementary role.

Schools should also integrate technology use standards, such as ISTE standards, based on sound evidence.  Clear communication with parents about how and why certain technologies are being used is essential. Schools should demonstrate how tech tools are being applied in ways that promote collaboration, critical thinking, and creativity, rather than passive learning. A balanced approach, such as blended learning, can provide students with the benefits of both teacher-led instruction and digital engagement. By positioning technology as an enhancement to learning, schools can help alleviate parental concerns and foster a more positive perception of classroom technology integration.

Written by: Professor of Education and Childhood Studies Parent Coach and Screentime Consultant

Please contact Dr. Alison Burrows for further information about this study.  This study is currently under review for publication. A.Burrows@mdx.ac.ae