Parents as Learning Partners in the Development of Technological Fluency

Barron, Brigid; Martin, Caitlin K.; Takeuchi, Lori; Fithian, Rachel

doi:10.1162/ijlm.2009.0021

Cited by 178 publications

(121 citation statements)

References 41 publications

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“…Different patterns of Internet use in individuals' personal networks are one possible influence on parents' comfort levels in the current study. For example, Barron, Martin, Takeuchi, and Fithian (2009) found that computer mastery was associated with social support from family members. Occupation may also be related to everyday computer use and comfort levels.…”

Section: Discussionmentioning

confidence: 99%

“…If low-income parents are not comfortable using a computer for information seeking, they may not be in a position to provide online help to their children. When parents provided structured learning opportunities with media, co-learning opportunities, or technical support, children were more likely to feel confident of their computer skills (Barron et al, 2009). Parents' comfort levels with technology and motivation for learning computer skills are important for helping children gain the skills they need for their future.…”

Section: Discussionmentioning

confidence: 99%

“…Coleman gave the example of Asian immigrant families purchasing two copies of a text book so that the mother might also study the topic and help her child succeed in school. This principle applies to technology learning: although parents' experience and comfort may have been low, investment and motivation in learning technology positively influenced children (Barron et al, 2009). Schools may also bridge educational gaps and compensate for digitally impoverished home environments, but unfortunately staff in low SES schools tend to use the Internet less and depend on less reliable technology equipment than staff in high SES schools (Warshcauer, 2008).…”

Section: Discussionmentioning

confidence: 99%

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Examining Digital Differences: Parents' Online Activities

Doty

Dworkin²,

Connell

2012

FSR

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ABSTRACT. In an information-based society, digital inequalities among parents have negative implications for families, yet not much is understood about how socioeconomic status is related to parents' online activities. Based on ecological systems theory and social capital concepts, this research investigated the differences in 1,518 parents' online activities by income, age, education, and comfort. Income was a significant predictor of frequency of information seeking activities, but not of frequency of parents' online social activities. However, comfort with technology emerged as a more salient predictor of both types of online behavior than indicators of socio-economic status or age. This research highlights the need to study differences in parent's digital use in context. Implications for family life educators, researchers, and policy makers are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Examining Digital Differences: Parents' Online Activities

Doty

Dworkin²,

Connell

2012

FSR

View full text Add to dashboard Cite

show abstract

“…For example, one outstanding question involves the value of videogames and other interactive media frequently found outside of school (e.g., Barron et al 2009;Gee 2003;Kuhl et al 2003;Ito 2009;Stevens et al 2008). The content of these informal learning experiences rarely map cleanly into curricular standards.…”

Section: Discussionmentioning

confidence: 99%

Preparing students for future learning with Teachable Agents

Chin

Dohmen

Cheng

et al. 2010

Education Tech Research Dev

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One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social metaphor of teaching a computer agent to help students learn. Students teach their agent by creating concept maps. Artificial intelligence enables TA to use the concept maps to answer questions, thereby providing interactivity, a model of thinking, and feedback. Elementary schoolchildren learning science with TA exhibited ''added-value'' learning that did not adversely affect the ''basic-value'' they gained from their regular curriculum, despite trade-offs in instructional time. Moreover, TA prepared students to learn new science content from their regular lessons, even when they were no longer using the software.

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“…Parents are important facilitators for informal learning among their children [3], and how parents utilize technology to find resources and ideas for informal learning impacts a child's exposure and interest in education [16]. However, there is a gap in the literature about parents' use of technology in low-income families and their role as resource brokers for supporting their children's education.…”

Section: Feel Like Good Resources Are Always Like a Needle In A Haymentioning

confidence: 99%

Exploring How Parents in Economically Depressed Communities Access Learning Resources

Roshan

Jacobs

Dye

et al. 2014

Proceedings of the 18th International Conference on Supporting Group Work

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This qualitative study of parents in financially depressed communities in westside Atlanta examines parents' access to information technology and out-of-school learning resources through five dimensions of digital divide: technical apparatus, autonomy, social support, skill, and purpose. The context of this study is a broader research agenda to explore how technology impacts parents' knowledge and use of out-of-school learning resources for their children in low socioeconomic status neighborhoods. The findings contribute to a growing body of research on marginalized groups and provide a rich description of parents' digital access and technology practices in the context of education. Finally, we identify design implications that are specific to this community and can be extended to similar populations to support parents in finding more learning opportunities.

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Parents as Learning Partners in the Development of Technological Fluency

Cited by 178 publications

References 41 publications

Examining Digital Differences: Parents' Online Activities

Examining Digital Differences: Parents' Online Activities

Preparing students for future learning with Teachable Agents

Exploring How Parents in Economically Depressed Communities Access Learning Resources

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