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

Autor/inn/en	Eutsler, Lauren; Antonenko, Pavlo D.; Dawson, Kara
Titel	How Parent Perceptions Relate to Elementary Children's Portable Technology Use by Gender and Grade Level
Quelle	In: Computers in the Schools, 35 (2018) 4, S.302-323 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2018.1531652
Schlagwörter	Parent Attitudes; Elementary School Students; Handheld Devices; Telecommunications; Gender Differences; Age Differences; Computer Oriented Programs; Leisure Time; Technology Uses in Education; Parent Role; Children; Reading; Laptop Computers + Suchen Sie Ihr Suchwort? Elternverhalten; Telekommunikationstechnik; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Computerprogramm; Freizeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Parental role; Elternrolle; Child; Kind; Kinder; Leseprozess; Lesen; Laptop computer; Laptop; Computer; Digitalrechner
Abstract	This study examined how parents' reports of children's technology use in the home varies by a 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 survey respondents. Results across the four 2×2 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 their 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01