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

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
Wired.com
1

2. 10/19/11
©
Mar8n
Cathrae
©
Glisglis
©
Dan
Harellson
©
Josh
Higgins
©
Thomas
Hawk
©
Anya
Quinn
©
MaKhew
T.
Rader
©
Stephen
HackeK
2

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
de
git
Vi
Di
*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. 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. 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. 10/19/11
COMPLEMENTARY:
COMPLEMENTARY/MUTLIFUNCTIONAL:
The
web
is
one
source
of
informa8on
for
parents*
Support
from
many
ac8vi8es
don't
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
&
www.zerotothree.org
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
Child's
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. 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. 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. 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. 10/19/11
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