Families and Home Computer Use: Exploring Parent Perceptions of the Importance of Current Technology

Ortiz, Robert W.; Green, Tim; Lim, Hee‐Jeong

doi:10.1177/0042085910377433

Cited by 44 publications

(25 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The majority of parents do not see this use as negative, they consider digital technologies as important tools for the professional future of their children and as source of learning (mainly informal at such a young age, as there is not much articulation with school activities) (Ortiz, Green, & Lim, 2011;Plowman, McPake, & Stephen, 2008).…”

Section: Factors and Perceptions That Influence The Usage Of Digital mentioning

confidence: 99%

Technologies and children up to 8 years old: what changes in one year?

Brito

Dias

2019

(OBS*)

View full text Add to dashboard Cite

In this chapter, we present a longitudinal study which aims to explore the involvement of children up to 8 years old and their families with digital technologies, focusing perceptions and use, during a one-year period. In a first phase, ten families with children up to 8 years old were interviewed. In a second phase, we interviewed eight of the initial ten families. In both moments, children elected the tablet as their favourite device, and their preferred activities were playing games and watching videos on YouTube. Due to an increase in their reading and writing skills, on the second visit to families, we observed that children had become more autonomous in their digital practices, being able to search about their interests and refine such searches. In addition, parents showed more positive perceptions regarding the use of technologies by their kids, promoting their use for scholar searches. The type of parental mediation is related to the parents' perceptions about technologies: parents who consider their use beneficial for more pedagogic purposes, encourage their children, monitoring and supporting them, thus leading to their children using and perceiving the Web as an important tool to explore personal and school interests; parents who hold a less positive view about digital media do not encourage their use, not even for pedagogic purposes, frequently restricting screen-time, and therefore their children use the devices for limited time and mostly for play activities.

show abstract

Section: Factors and Perceptions That Influence The Usage Of Digital mentioning

confidence: 99%

Technologies and children up to 8 years old: what changes in one year?

Brito

Dias

2019

(OBS*)

View full text Add to dashboard Cite

show abstract

“…The presence of students is also an important factor in the adoption of Internet at home as found by Newburger (2001) using survey data from the US, and Van Rompaey, Roe, and Struys (2002) using survey data from Belgium. This could happen because students ask for ICT, or because parents believe that ICT has educational benefit to their offspring, as Robertson, Soopramanien, and Fields (2004) found in the UK and Ortiz and Green (2011) found in the U.S. For example, more than 90% of parents in Ortiz and Green (2011) thought that access to a computer at home will have a positive effect on their children's success in life. The number of children in a household (which can be reflected by household size) was also found to be positively associated with Internet adoption (Rappoport, Kridel, Taylor, Alleman, & Duffy-Deno 2003;Savage & Waldman 2005).…”

Section: Effect Of Having Students In a Householdmentioning

confidence: 99%

Does ICT in schools affect residential adoption and adult utilization outside schools?

Tengtrakul

Peha

2013

Telecommunications Policy

View full text Add to dashboard Cite

Policymakers around the world are considering whether to invest in putting information and communication technology (ICT) in schools, and how. While educational impact is likely to be the primary objective, such investments can also affect residential adoption and adult utilization of ICT in the communities, thereby reducing the digital divide. Using a census survey of Thailand for a time when ICT was available in roughly half of the nation's schools, this study employs logistic regression and propensity score matching (PSM) to show that placing ICT in schools does have significant spill-over effects outside schools. This effect is larger for ICT in primary schools than secondary schools, and larger in schools with both Internet and computers than schools with just computers. The effects are observed in households of all incomes and educational levels. Considering these spill-over effects when allocating resources should lead to greater welfare gains for the amount of resources spent. The study also finds that there is a sizable portion of the adult population that chooses not to use ICT even after adopting this ICT in their households for their children, thereby eliminating any barriers to use related to cost and convenience. For this group, policy-makers should seek ways to decrease other impediments to ICT use, such as increasing ICT literacy through training. IntroductionPolicymakers around the world are considering whether to invest in putting information and communications technology (ICT) in schools. While the primary impact of this ICT is likely to be on the education that students get while at school, there may be spill-over effects that are worth considering, where any impact outside the school is considered a spill-over effect. This study measures the spill-over effects of bringing ICT to students in their schools on adoption of ICT in the households of these students, and on utilization of ICT by adults who live with these students. The specific ICT considered consists of computers and Internet access (either dial-up or broadband). Many believe it is important for a society to increase adoption and utilization of Internet and computers because this has benefits such as improving healthcare (Lua, Xiao, Sears, & Jacko, 2005), facilitating civic engagement (Norris, 2003), and improving education (Tinio, 2003). This paper presents an econometric study of how putting ICT in schools in Thailand (UNESCO, 2007) affected the adoption and use of ICT in the surrounding communities. This study also looks at how adult utilization of ICT is affected by living with students, and indirectly, by living with ICT that was likely brought into the households for those students.

show abstract

“…Despite the increasing adoption rates of mobile technology, parents also acknowledge some uncertainty regarding how best to navigate the incorporation of multiple mobile devices into their children's daily lives. For example, Ortiz, Green, and Lim (2011) found that parents viewed current technology as important to their child's academic and future job success, whereas findings from several studies suggest parents worry about the negative impact of media on their child (Lampard, Jurkowski, & Davison, 2013a; Padilla-Walker, 2006), particularly regarding physical activity and especially when considering the impact of video games (Wartella, Rideout, Lauricella, & Connell, 2014). As these technological devices become more prevalent in family life, it is likely that the parent's resolution of these competing beliefs may influence how they choose to regulate their child's access to media.…”

mentioning

confidence: 99%

Parental perceptions of technology and technology-focused parenting: Associations with youth screen time

Sanders

Parent

Forehand

et al. 2016

Journal of Applied Developmental Psychology

View full text Add to dashboard Cite

In the present study we propose a model linking parental perceptions of technology to technology-related parenting strategies to youth screen time, and, finally, to internalizing and externalizing problem behaviors. Participants were 615 parents drawn from three community samples of families with children across three developmental stages: young childhood, middle childhood, and adolescence. The model was tested at each stage with the strongest support emerging in the young childhood sample. One component of parental perceptions of technology, perceived efficacy, was related to technology-related parenting strategies across developmental stages. However, the association of these strategies to child screen time and, in turn, problem behaviors, diminished as children increased in age. Implications for intervention are considered.

show abstract

Families and Home Computer Use: Exploring Parent Perceptions of the Importance of Current Technology

Cited by 44 publications

References 11 publications

Technologies and children up to 8 years old: what changes in one year?

Technologies and children up to 8 years old: what changes in one year?

Does ICT in schools affect residential adoption and adult utilization outside schools?

Parental perceptions of technology and technology-focused parenting: Associations with youth screen time

Contact Info

Product

Resources

About