Hi, I’m Di Zhang. Welcome to my presentation on the Location Technology Workshop for Parents of Teens.
Roughly the middle school and high school ages. Parents of teenagers are an understudied group. There has been very little research done on their information behavior, searching habits, and needs. Because of this, I relied heavily on sources such as the American Psychological Association, a PBS frontline documentary on parents and teenagers, and library professionals who have worked with teens and written about them. What I found in my literature review was that this group is very diverse in terms of age, socioeconomic status, and race. Yet, as parents they share some important information needs that I will address in the next slide.But first, one point to note is that most parents are comfortable with using online resources, which is a plus for my workshop because a large part of the workshop deals with online searches. 94% of parents of teens are online, which is roughly the same percentage as teens who are online. Also, the internet is often the first source that parents consult when searching for information, although not usually the most trusted source.
The teenage years are a period in which adolescents experience rapid physical, emotional, and cognitive growth. This means that parents need a variety of resources to address the concerns that are likely to arise during these years. Just before puberty, there is an overproduction of cells in the frontal lobe of the brain, which is the part that is responsible for planning and decision making. Because the frontal lobe is still developing, teens can have trouble seeing the long-term effects of their actions. Parents need to be able to give the appropriate guidance, support, and positive reinforcement that teens need. Also, teens are constantly seeking and being bombarded with information, and parents need to have the tools to make sure that that information is accurate and appropriate. Finally, compared to previous generations, teens have more access to risky behaviors while being under significantly less supervision. According to the APA, lack of supervision of youth is one of the strongest factors for drug abuse. Parents need to be able to monitor the whereabouts of teens and make sure that they remain within contact at all times. This last point is the focus of my workshop.
Location technologies are things such as apps, programs, and devices that retrieve and store information about the whereabouts of individuals who are connected to each other via that technology. Some examples of these technologies are Google Latitude, AT&T FamilyMap, Facebook Check-in, and GPS devices. In order to address the issue of teen safety, it may be useful for parents to know how to research and keep up-to-date on these technologies, and which technologies might be right for their family. The decision to use these technologies must be approached as a family decision in which the teen is included in the decision making process. These technologies are not likely to work without the teen’s cooperation.
Location Technology Workshop forParents of Teens By Di Zhang LIS 560
Target GroupParents of adolescents aged 12-18 Understudied group in terms of Information Behavior (teens are understudied as well) *APA, PBS documentary, and library professionals Diverse group Nonnuclear families are common Comfortable with Internet. 94% are online.
Information Needs Teens Parents Rapidly developing physically, Need a variety of resources emotionally, cognitively Frontal lobe is not fully Guidance, and support, developed positive reinforcement Constantly seeking Monitor and verify information information and self-identity Experimentation with risk- Need to ensure teens are safe taking while under less and within reach supervision than previous generations
Location Technologies Apps, programs, devices that can keep track of where people are Google Latitude, AT&T FamilyMap, Facebook Check-in, GPS Addressing the issue of teen safety Must be approached as a family decision
Rubric of SkillsSkill Beginner Intermediate AdvancedLocate information on • Does not know how to • Knows how to locate this • Knows how to locate this locate this information information online. information online.location technologies online. • Knows where to find reliable updates on current and emerging technologiesKnow the various • Has basic knowledge of • Can name the different • Can name the different categories what location categories of location of location technologieslocation technologies technologies do, but technologies • Can give at least one example fromand their features cannot name specific • Can give one example from each each category and explain their technologies or their category and explain their basic basic and advanced features features features • Knows compatibility, pricing, and • Knows company information company information.Evaluate location •Does not know how • Has a sense of the pros and cons • Has a comprehensive knowledge of various technologies of a few technologies and what the pros and cons of differenttechnologies for relate to one’s own family purposes they serve technologies and what purposesrelevance to one’s own situation • Knows which technologies they servefamily situation would be helpful for one’s own • Knows which technologies would parenting be helpful for one’s own parenting • Can successfully discuss the use of the technologies with a teen
Workshop Outline Icebreaker Attention activity Skill 1: Ability to locate information about devices, programs, and technologies Skill 2: Ability to evaluate information to address personal/family preferences and needs Evaluation
Skill 1 Steps: Lecture with handouts and PowerPoint Online demonstration Individual activity Learning styles (McCarthy): WHAT- verbal learner who processes/reflects on information HOW- common sense learner who thinks and does WHY- dynamic learner who is creative and exploratory WHAT IF- imaginative learner who connects things to experiences and feelings
Skill 2 Steps Fill in sheet based on individual activity Students share information Class discussion ARCS Attention- perception, inquiry and variability are met Confidence- clear expectations, challenging and meaningful opportunities, and encouragement Relevance- freedom to choose which piece of technology Satisfaction- ensuring intrinsic and extrinsic rewards; questions
ConclusionParticipants should leave with the following: Ability to search Google, company websites, and technology websites for information on location technologies A basic knowledge of what technologies are available, along with their features The ability to evaluate different products for potential positives and negatives The ability to relate various technologies and products to one’s own family situation. Handout Evaluation
References 22 Surprising facts about birth in the United States. (2009, August). Baby Center. Retrieved February 24, 2011, from http://www.babycenter.com/0_22-surprising-facts-about-birth-in- the-united-states_1372273.bc?showAll=true American Women Are Waiting to Begin Families. (2002, December 11). Centers forDisease Control and Prevention. Retrieved February 24, 2011, fromhttp://www.cdc.gov/nchs/pressroom/02news/ameriwomen.htm Case, D.O. (2008). Looking for Information: A Survey of Research on InformationSeeking, Needs, and Behavior (2nd ed.). UK: Emerald Group Publishing Limited. Developing Adolescents: A Reference for Professionals. American Psychological Association. (2008). Retrieved from APA Web site:http://apa.org/pi/families/resources/develop.pdf Fatt, James Poon Teng. (1993). Learning Styles in Training: Teaching Learners the Way to Learn. Industrial and Commercial Training, 25(9), 17-23. Macgill, A. (2007). Parents, Teens and Technology. PEW Research Center Publications. Retrieved on February 25, 2011 from: http://pewresearch.org/pubs/621/ McCarthy, Bernice. (1997). A tale of four learners: 4MAT’s learning styles. Educational Leadership, 54(6), 46-52.
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