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Pdf of slides use in the iParent presentation at APEN 10/19/11
Citation preview
10/19/11
1
iParent
Reaching the iParent: The changing world of technology and its impact on parent educa6on.
An average of 9 hours a day of media consump8on, crea8on and interac8on
Wired.com
10/19/11
2
© Mar8n Cathrae
© Glisglis
© Josh Higgins
© Dan Harellson
© Thomas Hawk
© Anya Quinn
© Stephen HackeK © MaKhew T. Rader
10/19/11
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How do parents use informa7on & communica7ons technologies?
Areas of Published Research on Parents Online
• Representa8ve studies of parent behavior with web pages, social media (e.g., Pew, 2002; Briccoli, Gen8le, Smelser & Serpelloni, 2007)
• Studies of use of specific sites designed for parents (e.g., Chan, 2008; Sarkadi & Bremberg, 2004; Bowers & Ebata, 2009)
• Studies of specific groups of parents’ online behavior (e.g., Blackburn & Read, 2005; Scharer, 2005)
Device Use*
0 10 20 30 40 50 60 70 80 90
100
Digital Camera
Desktop
Laptop
mp3
Video Camera
Skype
DVR
Gaming Sys
Webcam
Smartphone
Web TV
94 87.2
81.7
60.1 60.1 46.9 46.8 44.1 42.3 42.1
16.1
*In addi8on to TV, radio, DVD players & cell phones. % of N=1653 parents.
Summary & analysis of findings about parents online from published academic literature*
• Parents go online to find informa7on: – 70% seek health informa8on; – 86% of parents to be go online to find info about pregnancy and delivery
• Parents go online to make social connec8ons/ for social support
• Parents use a range of technologies for communica7on & personal expression
• Technology use is individualized, complementary and mul8func8onal
For a recent review, see Plan8n & Danebek, 2009. Parenthood, informa8on and support on the internet. A literature review of parents and professionals online. BMC Family Prac8ce, 10, 34.
10/19/11
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Parents’ technology ac8vity (n=1653; % those repor8ng ac8vity at least weekly)
[ informa8on communica8on social /// mixed other ]
89.5 38
12.5 35.7
68.1 99.1
70.6 16.5 18.6
11 16.8
25.9 93.3
40.1 59.7
0 10 20 30 40 50 60 70 80 90 100
Look for info Use blogs TwiKer
Disc boards Text Email SNS
Maintain website web conference
podcasts online classes
games read news
shop photos
© Josh Higgins © Thomas Hawk
© Anya Quinn
© Stephen HackeK
Parents use a lot of devices, for ac7vi7es, like communica7on
They seek Informa8on…. They Share with Others and Seek Support….
10/19/11
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And they Express
Themselves!
And some8mes TwiKer
INDIVIDUALIZED: Some Influences on Parent Use
• Income and educa8on • Child age • Availability of social contacts • Availability of computers, access to the Internet • Confidence in own skills • Percep8on of value • Percep8on of Informa8on quality • Preference for site/tech features • Search skills
17%
14%
5%
15% 17%
12%
8%
5% 7%
INDIVIDUALIZED: Varia7on in Parents’ Use of ICT (by frequency of 4 ac7vi7es, # devices & aTtude)
Omnivore + + +
Overloaded + + -‐
Freq/Few + -‐ +
Mod/happy 0 0 +
Connected/Hassled 0 0 -‐
InfoCentric
Low/Sa8sfied -‐ -‐ +
Dabbler + -‐ +
Indifferent -‐ -‐ -‐
*based on survey of 1653 parents; Aug. 2010. Walker, S., Dworkin, J & Connell, J. (in press, FCS Research J).
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COMPLEMENTARY: The web is one source of informa8on for parents*
0 10 20 30 40 50 60 70 80 90 100
web sites
pediatrician
partner
other rel
other
m/m in law
friends
books/mags
don't seek info
Hart Research Associates. (2009). Paren&ng and toddlers today: Research findings. www.zerotothree.org
COMPLEMENTARY/MUTLIFUNCTIONAL: Support from many ac8vi8es
0 10 20 30 40 50 60
WEEKLY: Discussion
Boards (n=333)
WEEKLY: SNS (n=769)
MONTHLY: Read/comment blogs (n=467)
LESS THAN MONTHLY:
Online classes (n=454)
Build support network Connect w/ others like me
Based on 1653 parents in sample. In Dworkin,. Walker, Hughes, Connell & Ebata (under review).
COMPLEMENTARY & MULTIFUNCTIONAL: Communica8on with important others
0
10
20
30
40
50
60
70
80
Email (n=1388) Text message (n=901)
Use SNS (n=769)
My Children
Extended Family
Child's Other Parent
Other parents
Based on 1653 parents in sample and those repor8ng at least weekly ac8vity. In Dworkin,. Walker, Hughes, Connell & Ebata (under review).
• Through use of a range of devices • To find & share informa7on –in a variety of ways and purposes
• To make social connec8ons/ for social support -‐ in a variety of ways
• For communica7on & personal expression-‐ with a range of others through a variety of media
• Parents’ technology use is individualized, complementary, and mul8func8onal
How are parents using ICT as parents?
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What does this mean for parents? And paren8ng? • Further research is needed to understand impact on parent abili8es, rela8onships -‐> paren8ng -‐> child/family/parent outcomes
• The opportuni8es technology affords parents* – to fulfill responsibili8es of paren8ng – towards their personal development – to enhance their knowledge – to build/maintain rela8onships & their informal learning & support communi8es
* Interac8ve with their offline/’real’ worlds
Parent Development • To express themselves as parents (validate iden8ty)
Parent-‐Child Rela7onships
• Spend 8me with children • Communicate and connect with children
Child Development • To gather and exchange informa8on about health, development, paren8ng
Family Development
• To work to provide for the family • To manage resources for the family • To purchase and find items for the family
Culture and Community • To share informa8on about their children; to stay in touch • To exchange emo8onal support and par8cipate in a community. • To connect with extended others important to the child (e.g., teachers, coaches).
*categories in MN Parent Educa7on Curriculum Framework
Poten8al Domains of Paren8ng Indicators for Further Study
What does this mean for paren8ng educa8on?
• Most of our parents are iParents: using some kind of and probably many different technologies – what do you know about your learners?
• Most of our parents have new ways to learn through exposure to a broader community of informa8on and influence sources –how do you capitalize on this? How do you do it in ways that provide quality paren6ng educa6on?
Capitalizing on parents’ digital connec8ons: delivery mechanisms to reach a wider range of parents
10/19/11
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• Most learning is informal: social and experien8al
• Parents’ online worlds increase their informal learning community
• Do we complement? Integrate? Formal
Social Experien8al
“People are finding coaching where they need it, community where they want it, and lectures and demonstra&ons for those days when they have the &me.”
Stephen Downes
Capitalizing on parents’ digital connec8ons: complemen8ng informal learning
communica8on + informa8on
+ social interac8on paren8ng educa8on???
Knowledge-‐Centered learning: features support learning a range of content, presented accurately
Community-‐centered learning: the features support
learners making meaningful connec8ons to other learners, to the instructor
Assessment-‐centered learning: the features allow for
self-‐reflec8on and assessment of growth Learner-‐centered learning: do the features support the
range of individual adult learning needs *Bransford, Brown & Cocking, 2000. How people learn: Brain, mind, experience and school. Washington, D.C: CommiKee on Developments in the Science of Learning.
CAPITALIZING ON PARENTS’ DIGITAL CONNECTIONS: PROVIDE QUALITY INTENTIONAL PE
CAPITALIZING ON PARENTS’ DIGITAL CONNECTIONS: PROVIDE QUALITY INTENTIONAL PE
Know what the goals of paren8ng educa8on (both process & outcomes) are and choose the technology to accomplish those goals – whether alone or in combina8on with face to face. -‐ Outreach -‐ Awareness -‐ Knowledge -‐ Rela8onship enhancement -‐ Skill building -‐ Learner interac8on
© Laszlo Ilyes
10/19/11
9
What does this mean to the paren8ng educator?
TPACK: “A teacher capable of nego&a&ng these rela&onships represents a form of exper&se different from, and greater than, the knowledge of a disciplinary expert (say a mathema&cian or a historian), a technology expert (a computer scien&st) and a
pedagogical expert (an experienced educator).”
Mishra & Koehler (2006).
Tech integra8on as a paren8ng educator competency
MN Board of Teaching Standards: Technology Integra8on*
*Selected from 8710.2000 Standard of Effec8ve Prac8ce_TECHNOLOGY
2H. demonstrate knowledge and understanding of concepts related to technology and student learning.
3R. iden7fy and apply technology resources to enable and empower learners with diverse backgrounds, characteris7cs, and abili7es.
6K. use a variety of media and educa8onal technology to enrich learning opportuni8es.
9M. understand the role of con7nuous development in technology knowledge and skills representa7ve of technology applica7ons for educa7on.
What is your role in helping the iParent?
• Integrator – bringing technology in as an effec8ve tool for your instruc8onal goals & processes (including rela8onship building)?
• Par7cipant educator – par8cipa8ng in online discussions about paren8ng?
• Content facilitator – for parents to understand how technology affects their lives, their children, their paren8ng?
• Mediator – for parents’ effec8ve and proper use in their own lives? In your programs?
• Advocate – for ALL parents to have equal access to & facilita8on with technology
10/19/11
10
6 Tips for the iParent Educator
1. Come into the water & know who you’re swimming with (who are your iParents?)
2. Go only as far as you need to (good pedagogy) 3. Respect your limits (you can only do so much) 4. Be prepared: rocky waters ahead (ethics) 5. Remember that people are watching (be a good
digital ci8zen) 6. Go with an experienced buddy (find support)
© Loud Waterfall Photography
© Marc Alec Macatangay
And Have Fun!