How Parent Perceptions Relate to Elementary Children’s Portable Technology Use by Gender and Grade Level

Abstract

This study examined how parents' reports of children's technology usage in the home varies by child's gender or grade level. Framed by technology adoption models, this mixed-method study gathered parent reports of their elementary child's use of portable technology for entertainment and learning in the home, collected from 120 surveys and 13 individual interviews with those who were also survey respondents. Results across the four 2x2 ANOVAs yielded three significant main effects: gender and entertainment devices; gender and entertainment apps; grade level and learning apps. No significant effects were found among any of the interaction variables or within the ANOVA summary for learning devices. Interview data revealed girls are interested in reading with Kindle, whereas parents are reluctant to provide boys with portable technology because of boys' preference to play games. Strategies are provided for teachers, support specialists, and parents to improve how children use technology. Implications for app developers are suggested.

ICT-Supported Home-Based Learning in K-12: a Systematic Review of Research and Implementation

“…Gender has been linked to differences in perceptions of technology acceptance and technology use, and it is also highlighted in HBL studies. According to the findings of Eutsler et al’s ( 2018 ) study examining 120 parents’ reports of children’s technology usage at home in the United States, boys used the digital device more than girls for both learning and entertainment purposes. They further suggested that boys may prefer more interactive apps.…”

“…Lim and Meier’s study ( 2011 ) towards identifying gender differences in the use of computers and the Internet in South Korea based on the survey data from 673 high school students also reveals that males preferred multi-users games playing while females preferred social networking. These studies presented a difference in male and female behavior and attitude towards digital devices (e.g., Eutsler et al 2018 ; Huber et al 2018 ; Lim and Meier 2011 ). In addition, students’ characteristics are taken into consideration in Jong and Shang’s study ( 2015 ).…”

“…Few HBL studies emphasize investigating instructional or pedagogical strategies, of which parental involvement (e.g. Huber et al 2018;Laho 2019;Palaiologou 2016;Plowman et al 2008;Borup et al 2019;Eutsler et al 2018), peer learning (e.g. Jong 2015 &Furlong andDavies 2012), or clear communication between teachers and parents (e.g.…”

Elementary-School Students’ Use of Digital Devices at Home to Support Learning Pre- and Post-COVID-19

“…There are still many unanswered questions about how digital devices are used for home-based learning. The most important is how the use of digital devices for learning has changed since COVID-19 when instruction in school-based classrooms shut down and instruction became largely virtual [5]. Although most, if not all, schools have resumed in-class instruction, have there been lasting effects due to children having to use digital tools for virtual instruction?…”

“…For example, "Has the amount of time your child uses digital devices for reading, writing, mathematics, and/or science changed since the COVID-19 pandemic?". Response options ranged from decreased a lot (1) to increased a lot (5). Parents were queried about this for reading, mathematics, writing, and science.…”