Parents’ beliefs about and associations to their elementary children’s home technology usage

Abstract

This study sought to gather information through a survey of how newcomer parents' beliefs about technology usage and how they engage with technology as they support their children with twenty-first century literacies. Parent respondents (N = 70) were drawn from two publicly funded schools in the Niagara Region, Ontario, Canada, where the population tends to be immigrant, visible minority, with post-secondary education, but unemployed and low income. Descriptive statistics quantified daily technology activities as being communication-oriented with the majority of parents holding distinct beliefs about the amount and type of their children's technology usage. Chi-square tests indicated significant associations for demographic characteristics such as the gender, age, education, first language, and ethnicity of the parents as determinants of their beliefs about their children's technology usage (e.g., social media, mobile phones, television). As well, levels of access and use varied in terms of the number of new technologies and the types of literacy practices that families engage in. Immigrant parents might hold misconceptions about twenty-first century literacies, therefore there should be an attempt to assist them to provide responsive twenty-first century literacy and technology support for their children.

Online Teaching in K-12 Education in the United States: A Systematic Review

“…Access to technology typically differs based on socioeconomic status and race and follows the traditional “have” and “have not” pattern, however it is noteworthy that the definition of the digital divide is widening to also include the “can” and “cannot” view of technology use in education (Crossland et al, 2018; DiMaggio et al, 2004; Dolan, 2016; Downes et al, 2020). The research base regarding impacts of hybrid or fully online K–12 instruction on underrepresented students is sparse (e.g., Crippin et al, 2018).…”

Elementary School Teachers’ Experiences of Information and Communication Technologies During Covid-19 Pandemic

“…Children's access to the internet and family-related variables in addition to students' age can emerge as limitations in a study (Hart, 2018). The studies performed and the reports presented in the literature suggest that distance education can be inadequate in the case of certain age groups, grade levels, courses and students (TEDMEM, 2020a) and that families have concerns about the types of technologies children reach, about privacy and about technology addiction due to children's age (Downes, Cesare, Gallagher and Rowsell, 2020).…”

Szülői bevonódás a digitális nevelésben: szisztematikus szakirodalom-elemzés

“…A szülők és a gyermekek onlinetechnika-használata között szignifikáns ösz-szefüggések mutatkoztak. Eszerint a szülők digitális eszközhasználata rendkívüli módon határozza meg a gyermekek digitális eszközhasználatát (Downes et al 2020).…”

“…A következő tanulmány (Downes et al 2020) a digitális nevelést a szülők szocioökonómiai helyzetével és a kor összefüggésében is megvizsgálta. További öszszefüggés mutatkozott a szülők közösségimédia-használata és a gyermek otthoni technológiahasználati hiedelmei között.…”