Annotated Bibliography-Parents and Technology

James Flanders

Professor Goff

English 1010

8 July 2014

Parents and Technology

Davies, C. "Digitally Strategic: How Young People Respond To Parental Views About The Use Of Technology For Learning In The Home." Journal of Computer Assisted Learning 27.4 (2011): 324-335. Academic Search Premier. Web. 27 June 2014.

This paper explores how children respond to parental attitudes about the use of technology in the home for learning. Some of the parental concerns are safety, accuracy and quality of information found in the internet.  The question that is asked is whether parental attitude towards technology use limits the extent to which their children develop autonomous uses of technology for learning, especially as children grow older. Subsequently, parent’s involvement in children’s learning and use of technology decreases.  The paper concludes that we need to consider the long term effects of negative attitudes which are just as important as risks of unquestionably positive attitudes.

Fahlquist, J., and I. van de Poel. "Technology And Parental Responsibility: The Case Of The V-

Chip." Science & Engineering Ethics 18.2 (2012): 285-300. Academic Search Premier. Web. 27 June 2014.

This paper discusses technology and parental responsibility specifically with “V-chip”.  There is also a discussion of this technology tool and others with respect to parental responsibilities.  It further discusses the delegation of parental responsibility in regards to the V-chip.  Does the V-chip reduce responsibilities for children or it is a tool to exercise that responsibility? The paper argues that there are three notions of responsibilities underlying those questions and should be kept separate.

Hollingworth, S., et al. "Parents' Perspectives On Technology And Children's Learning In The Home: Social Class And The Role Of The Habitus." Journal of Computer Assisted Learning 27.4 (2011): 347-360. Academic Search Premier. Web. 27 June 2014.

This paper compares parental views on technology and their children learning in the home according to social class through three themes. The research affirms there is no difference in social class when it comes to looking at technology as a danger vice a learning tool.  There is a viewpoint that parents who have internet access tend to speak more positively about it while those who don’t have access, stress over finding their children access to internet.

Jordan, Amy, and Romer Daniel. “Perspectives on Parenting in a Digital Age.” Media and the Well-Being of Children and Adolescents. Oxford University Press, 2014. 247-251 Web. 27 June 2014.

This chapter deals with parental perspectives on the digital age. Many parents lack knowledge on how to confront the challenges of the digital world. This lack of knowledge creates fear and encourages the feeling of helplessness. As a result parents can turn a blind an eye to youth’s involvement in the digital world.

Plowman, L., et al. "Parents, Pre-Schoolers And Learning With Technology At Home: Some Implications For Policy." Journal of Computer Assisted Learning 27.4 (2011): 361-371. Academic Search Premier. Web. 27 June 2014.

This paper mentions policies that are in place that focus on children over the age of eight to get access to technology at home. The paper asks what are the implications for similar polices for preschool children discussed through three studies. The research indicates that family ownership of technology is not the most important factor of technology use by preschoolers. Factors depend on parental attitudes, educational goals for their children, and amount of supervision.

Plowman, Lydia, Joanna McPake, and Christine Stephen. "The Technologisation Of Childhood? Young Children And Technology In The Home." Children & Society 24.1 (2010): 63-74. Academic Search Premier. Web. 27 June 2014.

This paper discusses parental feelings on technology use and its perception as threat to children. These can be broken down in three vast categories of social cultural, cognitive and well being. The categories which are the backbone of the study indicate parental fears are not as prevalent as media coverage leads people to believe.

Stevenson, O. "From Public Policy To Family Practices: Researching The Everyday Realities Of Families' Technology Use At Home." Journal of Computer Assisted Learning 27.4 (2011): 336-346. Academic Search Premier. Web. 27 June 2014.

This paper examines parents buying technology for educational potentials. When, in fact, it is only one of many social dimensions that are mixed in with those potentials. Those social dimensions complicate the issue of using technology for education. This paper demonstrates a need for focus on how technology is actually used, not based on what could or should happen in the home.