Abstract
Despite ample evidence regarding the benefits of technology in home-school partnerships, there is limited understanding of how underprivileged families engage with this integration. This phenomenological case study investigated the experiences of Indigenous Papuan parents (n = 22) and teachers (n = 8) of primary school students regarding the use of technology in home-school partnerships. Data were collected through semi-structured interviews and document analysis and analysed with an Interpretative Phenomenological Analysis approach. Results suggested that parents and teachers were supportive of integrating technology into their collaborative efforts. Teachers' cultural awareness and knowledge of technology of both teachers and parents played a role in determining the variety of benefits technology could offer. Technology had diverse functions, from basic to more advanced, in home-school partnerships to increase Papuan parents' involvement in their children's learning at school and home. Therefore, by using technology with holistic functions, schools might foster culturally responsive home-school partnerships with Indigenous parents.