In terms of education, home may not be separate from schools if the settings where education occurs are considered to be important. Digital technologies have increasingly blurred the boundaries between home and school. In some countries and cultural contexts, parents and guardians take a very positive interest and commitment in creating involvement with schools. In other countries and cultural contexts, parents and guardians find that they are increasingly needing to maintain links with schools. In yet other countries and contexts, parents and guardians increasingly hold schools and teachers to account for their children’s education. Harris and Goodall (2007) drew an important distinction between parental and guardian involvement and engagement with schools, based fundamentally on the way that parents and guardians view their roles in the education of their children. With involvement, parents and guardians are more remote from mechanisms to support educational processes, whereas with engagement, parents and guardians use mechanisms to support educational processes.