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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  

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©  Mar8n  Cathrae  

©  Glisglis  

©  Josh  Higgins  

©  Dan  Harellson  

©  Thomas  Hawk  

©  Anya  Quinn  

©  Stephen  HackeK  ©  MaKhew  T.  Rader  

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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.    

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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….  

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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  

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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  

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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  

 

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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!