Through a qualitative thematic analysis of parents’ interviews focusing on their perceptions and experiences of screen media-based remote learning during the COVID-19 pandemic, this study produced various codes grouped into five themes: “children’s constant exposure to screen media,’‘ “parental responsibilities for supporting remote learning,’‘ “screen media-based pedagogy and classroom culture,’‘ “the necessity of classroom space for in-person interactions and the use of various tools,” and “the possibilities of new ways of learning through media communication.” The analysis of these themes and their related codes reveals that remote learning in the COVID-19 context has disrupted and changed the digital parenting practices that create home literacy environments and serve as literacy sponsors. First, parents charged with the responsibility of being partners in schooling, have gaps in their support for their children’s education based on social, economic, and cultural resources. Second, parents’ experiences with remote learning have led them to re-evaluate and re-imagine their expectations of schooling. These themes, explored through the lens of digital parenting and parental perceptions and experiences of screen media-based remote learning, raise important perspectives and questions about how schooling should be designed to support student learning in the current policy context of digital-based education, which has been accelerated through remote learning.