Parents’ perceptions over the use of New Technologies in Education
DOI:
https://doi.org/10.22161/Abstract
This article analyses parents' views on the role that Information and Communication Technology (ICT) plays in the context of pedagogy. It also refers to parents' beliefs, fears and expectations towards new technologies. It uses data that were collected from primary schools and kindergartens of the region of Eastern Macedonian and Thrace in Greece. 1450 parents participated in this research, 869 were from primary schools and 581 from kindergartens. The results showed that parents (both from primary school and kindergarten) believe that new technologies help their children in the learning process and they believe that new technologies are beneficial for their children. Despite the fact that parents accept new technologies in their children's lives only for educational purposes, they don't want their children to spend a lot of time on the computer, because they are afraid that their children will not be able to socialize properly
Downloads
References
Anastasiades, P., & Vitalaki, E. (2004). Information communication technologies in elementary schools: Why the parents do concern? Presented at the European Conference on Educational Research, ECER 2004, EERA (European Educational Research Association), University of Crete, Rethymnon, Greece, September 22-25, 2004.
Anastasiades, P., Vitalaki, E., & Gertzakis, N. (2008). Collaborative learning activities at a distance via interactive videoconferencing in elementary schools: Parents' attitudes. Computers & Education, 50, 1527-1539.
Bergin, D., Ford, M., & Hess, R. (1993). Patterns of motivation and social behavior associated with microcomputer use of young children. Journal of Educational Psychology, 85(3), 437-445.
Blanchard, J. (2010). The digital world of young children: Impact on emergent Literacy. White Paper by Pearson Foundation.
Brandtzaeg, P. B. (2010). Towards a unified media-user typology (MUT): A metaanalysis and review of the research literature on media-user typologies. Computers in Human Behaviour, 26, 940–956.
Clements, D. (1994). The uniqueness of the computer as a learning tool: Insights from research and practice. Young children in a Technological Age. Washington, D.C.: NAYEC.
Corbett, B. A., & Willms, J. D. (2002). Information and Communication Technology: Access and use. Education Quarterly Review, 8(4), 8-15.
Correa, T., Hinsley, A. W., & De Zuniga, H. G. (2010). Who interacts on the Web?: The intersection of users’ personality and social media use. Computers in Human Behavior, 26, 247–253.
Davies, C. (2011). Digitally strategic: how young people respond to parental views about the use of technology for learning in the home. Journal of Computer Assisted Learning, 324–335.
Downey, S., Noirin, H., & O’ Neil, Β. (2004). Play and Technology for children aged 4-12. Centre for Social and Educational Research Dublin Institute of Technology, Office of the Minister for Children.
Guernsey, L. (2000). O.K., schools are wired, Now what? The New York Times, p. C32, January, 9.
Hollingworth, S., Allen, K., Kuyok, K. A., Mansaray, A., & Rose, A. (2009). An exploration of parent's engagement with their children's learning. Becta (Research Report).
Kong, S. C. (2008). A curriculum framework for implementing information technology in school education to foster information literacy. Computers and Education, 51, 129–141.
Liu, Q.-X., Fang, X.-Y., Deng, L.-Y., & Zhang, J.-T. (2012). Parent–adolescent communication, parental internet use and internet-specific norms and pathological internet use among Chinese adolescents. Computers in Human Behavior, 28, 1269–1275.
Livingstone, S. (2007). Strategies of parental regulation in the media-rich home. Computers in Human Behavior, 23, 920–941.
Loveless, A. (2011). Didactic analysis as a creative process: Pedagogy for creativity with digital tools. In B. Hudson & M.A. Meyer (Eds.), Beyond fragmentation: Didactics, learning and teaching in Europe (pp. 239–251). Opladen: Verlag Barbara Budrich.
Makrakis, V. (2005). Training teachers for new roles in the new era: Experiences from the united Arab Emirates ICT program. In Th. Tzimoyiannis (Ed.), Proceedings of the 3rd Pan-Hellenic Congress in Didactics of Information and Communication Technologies (ICT) (pp. 1-6). University of Peloponnesus: Korinthos.
McPake, J., Stephen, C., Plowman, L. Sime, D., & Downey, S. (2005). Already at a disadvantage? ICT in the home and children's preparation for primary school. Becta (ICT Research Bursaries).
Northwestern University (2013). Parenting in the Age of Digital Technology. A National Survey. Center on Media and Human Development School of Communication, Northwestern University.
Nunnally, J.C. (1978). Psychometric Theory, 2nd ed. New York, McGraw-Hill.
O'Hara, M. (2011). Young Children's ICT experiences in the home: Some parental perspectives. Journal of Early Childhood Research, 9, 220-231.
Ozdamli, F., & Yildiz, P. E. (2013). Parents' Views Towards Improve Parent – School Collaboration with Mobile Technologies. Journal of Social and Behavioral Sciences, 131, 361-366.
Papadimitriou E. (2010). Is Dangerous or beneficial the use of New technologies in kindergarten? Educational News, A(2), 20-27.
Perera, L.D.H., Bomhoff, E.J. & Lee, G.H.Y. (2014). Parents' attitudes towards science and their children's science achievement. Business and Economics, Monash University, 1-29.
Rhee, M., & Bhavnagri, N. (1991). Four year-old children's peer interactions when playing with a computer. Wayne State University, (ERIC Document Reproduction Services No. ED 342 466).
Rogers, M. (1983). Diffusion of innovations. (3rd ed.) New York. Macmillan Publishing Company, Inc.
Shade, D. (1994). Computers and young children: Software types, social contexts, gender, age, and emotional responses. Journal of Computing in Childhood Education, 5(2), 177-209.
Sharma, S. (1996). Applied multivariate techniques. USA, John Wiley and Sons Inc.
Selwyn, N. (2008). From state-of-the-art to state-of-the-actual? Introduction to a special issue. Technology, Pedagogy and Education, 17, 83–88.
Sutherland, R., Facer, K., Furlong, R., & Furlong, J. (2000). A new environment in education? Computer in the home. Computers and Education, 34, 195-212.
Tsitouridou, M., & Vryzas, K. (2007). The prospect of integrating ICT into the education of young children: the views of Greek early childhood teachers. European Journal of Teacher Education, 27(1), 29-45.
Turkle, S. (1997). Life on the screen: Identity in the Age of the Internet. Phoenix, London.
Van Scooter, J., Ellis, D., & Railsback, J. (2001). Laboratory, Technology in early childhood education: Finding the balance. By request, Northwest Regional Educational Laboratory. Portland, Oregon.
Webb, M., & Cox, M. (2004). A review of pedagogy related to ICT. Technology, Pedagogy and Education, 13, 235–286.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
