Using technologies for homework has become routine in many schools, with students often assigned multiple logins for various platforms and websites. Our latest article, published in the British Journal of Sociology of Education, explores how technologies used for homework are impacting relationships between teachers, students and parents.
Our analysis identifies several issues including how technologies can impact students’ access to learning and the quality and experience of their participation. It also highlights the shifting roles of parents and teachers, with teachers increasingly positioned as custodians of digital platforms, while parents are often positioned as homework monitors – a role amplified by the platforms’ data-driven design.
As educational technologies continue to be promoted as solutions to teacher workload, promising automated marking and personalised homework for individual students, we must carefully consider how these technologies are (re)configuring roles and (re)shaping relations between home and school.
You can read the full article here.
Full reference:
Couceiro, L., Hills, C., Andries, V., Hakimi, L., & Eynon, R. (2026). Trajectories and togetherness: How technologies for homework are (re)configuring home-school relationships. British Journal of Sociology of Education, 1–19. https://doi.org/10.1080/01425692.2026.2708978
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