Abstract—During the pandemic, all learning activities are carried out remotely from home with the integration of technology. Teachers no longer directly interact with students so that the involvement of parents at home becomes an additional variable in student learning activities. This study aims to examine the technology integration factor on parental involvement in distance learning. This is a quantitative study using a survey design. The research subjects were elementary school students who participated in distance learning during the COVID-19 pandemic. Data were collected using a questionnaire technique. The data analysis technique used is path analysis. The research findings show that student request is the variable that has the highest effect on technology integration carried out by parents. Furthermore, technology integration is also influenced by parents' understanding of technology. The structural model shows that teacher performance and school support do not have a direct effect on technology integration by parents. However, these two variables have an indirect effect through the student requests variable.
Index Terms—Distance learning, parental involvement, technological integration.
Herwin Herwin is with the Faculty of Education, Universitas Negeri Yogyakarta, Indonesia (e-mail: firstname.lastname@example.org).
Shakila Che Dahalan is with the Faculty of Human Science, Universiti Pendidikan Sultan Idris, Malaysia (e-mail: email@example.com).
Cite: Herwin Herwin and Shakila Che Dahalan, "Technological Integration Factors in Parental Involvement during Distance Learning," International Journal of Information and Education Technology vol. 12, no. 7, pp. 637-642, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).