Document Type
Paper presentation
School Name
De La Salle University Integrated School
School Code
ARCH00079
Abstract / Executive Summary
The implementation of a mobile device management (MDM) program in educational settings influences parents, shaping their involvement in their children's education and perceptions of academic integrity. This study explores how the program's policies on device usage within a controlled digital environment affect parents' views on learning behaviors, digital well-being, and their ability to support their children’s educational journey. By minimizing distractions and promoting focused academic work, the program reassures parents that their children are engaging in a secure, productive learning environment. However, parents may face challenges, such as adjusting to digital restrictions, addressing their children’s frustrations with limited device access, and managing occasional technical issues. This research uses surveys to gather data from parents of DLSU Integrated School students in Grades 5 to 10, focusing on their experiences with the MDM program. Findings reveal that while parents value the program's role in fostering academic discipline, some express concerns about rigid restrictions and over-reliance on external controls, which may hinder students' development of self-regulation and impact their digital well-being. Additionally, technical concerns, such as app access delays and system glitches, highlight the need for reliable support alongside thoughtful policy adjustments. In alignment with Sustainable Development Goal 4 (Quality Education), the study emphasizes fostering responsible technology use to create inclusive, equitable, and quality learning environments. The insights gained aim to inform future policy enhancements and strengthen school-family partnerships in navigating controlled digital learning landscapes.
Keywords:
academic integrity, controlled digital environment, device management, digital well-being, parental engagement
Navigating Device Management in Schools: Parental Insights on Digital Boundaries, Well-being, and Learning Support
The implementation of a mobile device management (MDM) program in educational settings influences parents, shaping their involvement in their children's education and perceptions of academic integrity. This study explores how the program's policies on device usage within a controlled digital environment affect parents' views on learning behaviors, digital well-being, and their ability to support their children’s educational journey. By minimizing distractions and promoting focused academic work, the program reassures parents that their children are engaging in a secure, productive learning environment. However, parents may face challenges, such as adjusting to digital restrictions, addressing their children’s frustrations with limited device access, and managing occasional technical issues. This research uses surveys to gather data from parents of DLSU Integrated School students in Grades 5 to 10, focusing on their experiences with the MDM program. Findings reveal that while parents value the program's role in fostering academic discipline, some express concerns about rigid restrictions and over-reliance on external controls, which may hinder students' development of self-regulation and impact their digital well-being. Additionally, technical concerns, such as app access delays and system glitches, highlight the need for reliable support alongside thoughtful policy adjustments. In alignment with Sustainable Development Goal 4 (Quality Education), the study emphasizes fostering responsible technology use to create inclusive, equitable, and quality learning environments. The insights gained aim to inform future policy enhancements and strengthen school-family partnerships in navigating controlled digital learning landscapes.
