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.
