Parents' Beliefs about and Associations to Their Elementary Children's Home Technology Usage

Autor/inn/en	Downes, Taylor; Di Cesare, Dane Marco; Gallagher, Tiffany L.; Rowsell, Jennifer
Titel	Parents' Beliefs about and Associations to Their Elementary Children's Home Technology Usage
Quelle	In: Education and Information Technologies, 25 (2020) 5, S.4557-4574 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10188-2
Schlagwörter	Foreign Countries; Parent Attitudes; Beliefs; Technology Uses in Education; 21st Century Skills; Immigrants; Low Income Groups; Social Media; Handheld Devices; Television Viewing; Misconceptions; Canada + Suchen Sie Ihr Suchwort? Ausland; Elternverhalten; Belief; Glaube; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Immigrant; Immigrantin; Immigranten; Soziale Medien; Fernsehkonsum; Missverständnis; Kanada
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01