Ar 10 19a.pptx


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Pdf of slides use in the iParent presentation at APEN 10/19/11

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Ar 10 19a.pptx

  1. 1. 10/19/11       Reaching  the  iParent:     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   1  
  2. 2. 10/19/11   ©  Mar8n  Cathrae   ©  Glisglis   ©  Dan  Harellson  ©  Josh  Higgins   ©  Thomas  Hawk   ©  Anya  Quinn   ©  MaKhew  T.  Rader   ©  Stephen  HackeK   2  
  3. 3. 10/19/11   Areas  of  Published  Research  on   Parents  Online   How  do  parents   •  Representa8ve  studies  of  parent  behavior   use  informa7on  &   with  web  pages,  social  media  (e.g.,  Pew,  2002;     Briccoli,  Gen8le,  Smelser  &  Serpelloni,  2007)   communica7ons   •  Studies  of  use  of  specific  sites  designed  for   technologies?   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)     Summary  &  analysis  of  findings  about  parents  online   Device  Use*     from  published  academic  literature*   100   94   •  Parents  go  online  to  find  informa7on:     87.2   90   81.7   –  70%  seek  health  informa8on;   80   –  86%  of  parents  to  be  go  online  to  find  info  about   70   60.1   60.1   60   pregnancy  and  delivery   46.9   46.8   44.1   50   40   42.3   42.1   •  Parents  go  online  to  make  social   30   16.1   connec8ons/  for  social  support     20   10   •  Parents  use  a  range  of  technologies  for   0   communica7on  &  personal  expression   a   p       a   e         V   R   •  Technology  use  is  individualized,   op p3 ys Sm cam ne er er yp to DV  T g  S ho m pt eb am m sk Sk eb La in tp Ca De W complementary  and  mul8func8onal   l  C W m ar o   Ga a degit ViDi *In  addi8on  to  TV,  radio,  DVD  players  &  cell  phones.  %  of  N=1653  parents.     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.     3  
  4. 4. 10/19/11   Parents’  technology  ac8vity     Parents  use  a  lot   (n=1653;  %  those  repor8ng  ac8vity  at  least  weekly)   of  devices,  for   [  informa8on    communica8on    social        ///  mixed    other  ]     ac7vi7es,  like   photos     59.7   shop     40.1   communica7on   read  news   93.3   games   25.9   ©  Josh  Higgins   online  classes   16.8   ©  Thomas  Hawk   podcasts   11   web  conference   18.6   Maintain  website   16.5   SNS   70.6   Email   99.1   Text   68.1   Disc  boards   35.7   TwiKer   12.5   Use  blogs   38   ©  Anya  Quinn   Look  for  info   89.5   0   10   20   30   40   50   60   70   80   90   100   ©  Stephen  HackeK  They  seek  Informa8on….   They  Share  with  Others  and  Seek  Support….   4  
  5. 5. 10/19/11   And  they   Express   And  some8mes  TwiKer  Themselves!   INDIVIDUALIZED:     INDIVIDUALIZED:  Varia7on  in  Parents’  Use  of  ICT  (by   frequency  of  4  ac7vi7es,  #  devices  &  aTtude)   Some  Influences  on  Parent  Use   •  Income  and  educa8on   7% 5% 17% •  Child  age   Omnivore  +  +  +   Overloaded  +  +  -­‐   •  Availability  of  social  contacts     8% Freq/Few  +  -­‐  +   •  Availability  of  computers,  access  to  the  Internet     Mod/happy  0  0  +   14% •  Confidence  in  own  skills   12% Connected/Hassled  0  0  -­‐   InfoCentric   •  Percep8on  of  value     Low/Sa8sfied  -­‐  -­‐  +   5% •  Percep8on  of  Informa8on  quality   Dabbler  +  -­‐  +   17% •  Preference  for  site/tech  features   15% Indifferent  -­‐  -­‐  -­‐     •  Search  skills   *based  on  survey  of  1653  parents;  Aug.  2010.  Walker,  S.,  Dworkin,  J  &  Connell,  J.  (in   press,  FCS  Research  J).     5  
  6. 6. 10/19/11   COMPLEMENTARY:     COMPLEMENTARY/MUTLIFUNCTIONAL:     The  web  is  one  source  of  informa8on  for  parents*   Support  from  many  ac8vi8es  dont  seek  info   60   books/mags   50   friends   40   m/m  in  law   30   20   other   10   other  rel   0   partner   WEEKLY:   WEEKLY:  SNS   MONTHLY:   LESS  THAN   Discussion   (n=769)   Read/comment   MONTHLY:   pediatrician   Boards  (n=333)   blogs  (n=467)   Online  classes   web  sites   (n=454)   0   10   20   30   40   50   60   70   80   90   100   Build  support  network   Connect  w/  others  like  me   Hart  Research  Associates.  (2009).  Paren&ng  and  toddlers  today:  Research  findings.     Based  on  1653  parents  in  sample.  In  Dworkin,.  Walker,    Hughes,  Connell  &   Ebata  (under  review).     COMPLEMENTARY  &  MULTIFUNCTIONAL:  Communica8on  with  important  others   How  are  parents  using  ICT  as  parents?   •  Through  use  of  a  range  of  devices  80  70   •  To  find  &  share    informa7on  –in  a  variety  of  60   ways  and  purposes    50   My  Children   •  To  make  social  connec8ons/  for  social  40   Extended  Family   support    -­‐  in  a  variety  of  ways  30   Childs  Other  Parent   •  For  communica7on  &  personal  expression-­‐  20   Other  parents   with  a  range  of  others  through  a  variety  of  10   media   0   Email  (n=1388)   Text  message   Use  SNS   •  Parents’  technology  use  is  individualized,   (n=901)   (n=769)   complementary,  and  mul8func8onal   Based  on  1653  parents  in  sample  and  those  repor8ng  at  least  weekly   ac8vity.  In  Dworkin,.  Walker,    Hughes,  Connell  &  Ebata  (under  review).     6  
  7. 7. 10/19/11   What  does  this  mean  for   Poten8al  Domains  of  Paren8ng  Indicators   parents?  And  paren8ng?     for  Further  Study   Parent  Development   • To  express  themselves  as  parents  (validate  iden8ty)  •  Further  research  is  needed  to  understand     Parent-­‐Child  Rela7onships   impact  on  parent  abili8es,  rela8onships  -­‐>   • Spend  8me  with  children   • Communicate  and  connect  with  children   paren8ng  -­‐>  child/family/parent  outcomes   Child  Development  •  The  opportuni8es  technology  affords  parents*     • To  gather  and  exchange  informa8on  about  health,  development,  paren8ng   Family  Development   –  to  fulfill  responsibili8es  of  paren8ng   • To  work  to  provide  for  the  family   • To  manage  resources  for  the  family   –  towards  their  personal  development   • To  purchase  and  find  items  for  the  family   –  to  enhance  their  knowledge   Culture  and  Community   • To  share  informa8on  about  their  children;  to  stay  in  touch   –  to  build/maintain  rela8onships  &  their  informal   • To  exchange  emo8onal  support  and  par8cipate  in  a  community.     • To  connect  with  extended  others  important  to  the  child  (e.g.,  teachers,  coaches).   learning  &  support  communi8es      *categories  in  MN  Parent  Educa7on  Curriculum  Framework     *  Interac8ve  with  their  offline/’real’  worlds       What  does  this  mean  for   Capitalizing  on  parents’  digital  connec8ons:    delivery   paren8ng  educa8on?   mechanisms  to  reach  a  wider  range  of  parents  •  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?     7  
  8. 8. 10/19/11   Capitalizing  on  parents’  digital  connec8ons:   complemen8ng  informal  learning   communica8on    “People  are  finding  coaching  where   •  Most  learning  is  informal:  they  need  it,  community  where  they   social  and  experien8al   +  informa8on    want  it,  and  lectures  and  demonstra&ons  for  those  days  when   •  Parents’  online  worlds   +  social  interac8on    they  have  the  &me.”   Stephen  Downes   increase  their  informal    paren8ng  educa8on???     learning  community   •  Do  we  complement?     Formal   Social   Integrate?       Experien8al   CAPITALIZING  ON  PARENTS’  DIGITAL  CONNECTIONS:     CAPITALIZING  ON  PARENTS’  DIGITAL  CONNECTIONS:     PROVIDE  QUALITY  INTENTIONAL  PE   PROVIDE  QUALITY  INTENTIONAL  PE   Knowledge-­‐Centered  learning:  features  support  learning   a  range  of  content,  presented  accurately   Know  what  the  goals  of  paren8ng  educa8on  (both  process  &     outcomes)  are  and  choose  the  technology  to  accomplish  those   Community-­‐centered  learning:  the  features  support   goals  –  whether  alone  or  in  combina8on  with  face  to  face.     learners  making  meaningful  connec8ons  to  other     learners,  to  the  instructor   -­‐  Outreach     -­‐  Awareness   Assessment-­‐centered  learning:  the  features  allow  for   -­‐  Knowledge   self-­‐reflec8on  and  assessment  of  growth   -­‐  Rela8onship  enhancement     -­‐  Skill  building   Learner-­‐centered  learning:  do  the  features  support  the   -­‐  Learner  interac8on   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.     ©  Laszlo  Ilyes   8  
  9. 9. 10/19/11   What  does  this  mean  to  the  paren8ng  educator?     Tech  integra8on  as  a  paren8ng   educator  competency   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).   MN  Board  of  Teaching  Standards:   What  is  your  role  in  helping  the   Technology  Integra8on*   iParent?  2H.  demonstrate  knowledge  and   •  Integrator  –  bringing  technology  in  as  an  effec8ve  tool  understanding  of  concepts  related  to   for  your  instruc8onal  goals  &  processes  (including  technology  and  student  learning.     rela8onship  building)?     •  Par7cipant  educator  –  par8cipa8ng  in  online   3R.  iden7fy  and  apply  technology  resources   discussions  about  paren8ng?   to  enable  and  empower  learners  with  diverse   •  Content  facilitator  –  for  parents  to  understand  how   backgrounds,  characteris7cs,  and  abili7es.   technology  affects  their  lives,  their  children,  their   paren8ng?   6K.  use  a  variety  of  media  and  educa8onal   technology  to  enrich  learning  opportuni8es.     •  Mediator  –  for  parents’  effec8ve  and  proper  use  in   their  own  lives?  In  your  programs?     9M.  understand  the  role  of  con7nuous   development  in  technology  knowledge  and   •  Advocate  –  for  ALL  parents  to  have  equal  access  to  &   skills  representa7ve  of  technology   facilita8on  with  technology   applica7ons  for  educa7on.     *Selected  from  8710.2000  Standard  of  Effec8ve  Prac8ce_TECHNOLOGY   9  
  10. 10. 10/19/11   And  Have  Fun!  6  Tips  for  the  iParent   Educator   ©  Loud  Waterfall  Photography  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)   ©  Marc  Alec  Macatangay   10