父母对教育和育儿技术的使用和信念:HCS EdConnect研究的第一年结果

IF 5.1 2区 教育学 Q1 Social Sciences
Damian Bebell, Zhexun (Cinna) Xin, Gareth Cleveland, Michael Russell
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引用次数: 0

摘要

摘要/ abstract摘要:本文于2021年5月对416个家庭进行了随机抽样调查,按社区宽带参与水平分层。结果显示,种族/民族分类和项目招生与父母使用技术有微小的显著关系,与父母对教育技术的信念有更微妙的关系。结果表明,参与社区宽带计划与家长的做法和态度呈正相关。此外,无论种族/民族分类如何,家庭间的做法都是相似的,这表明家庭参与宽带计划可能开始纠正父母在接入、使用和态度上的种族不平等。关键词:教育技术家长社区宽带数字股权家庭调查披露声明作者未报告潜在利益冲突。数据可用性声明支持本研究结果的数据可从通讯作者Damian Bebell处获取bebell@bc.edu。使用支持本研究结果的相同数据的数据仪表板可在https://edconnect.bc.edu/#/.Additional上公开获取。本工作由企业中心根据授予号5111961支持。作者简介达米安·贝贝尔是波士顿学院林奇教育与人类发展学院的助理研究教授。Damian设计并研究了世界各地教育技术的实施和影响,并对进一步提高教育研究、测量和反思的技术感兴趣。XinZhexun (Cinna) XinZhexun (Cinna) Xin是波士顿学院测量、评估、统计与评估(MESA)专业的博士生。她也是EdConnect评估研究的研究助理。她收集并建立了一个与教育技术和数字鸿沟相关的文献数据库。她还协助仪器开发和数据分析。她的研究兴趣集中在创新测量技术,心理结构的仪器开发和项目评估。Gareth Cleveland是波士顿学院林奇教育与人类发展学院的研究员。在他对EdConnect评估的工作中,他专注于数据管理和分析,包括描述和建模父母思考和使用技术的方式。Gareth的兴趣包括利用教育数据来支持当地决策者,以及改进收集和共享数据的流程。Michael Russell是波士顿学院林奇教育与人类发展学院测量、评估、统计与评估教授。他目前的工作重点是系统性种族主义和教育评估的交叉。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Parent use of and beliefs about technology for education and parenting: Year 1 results from the HCS EdConnect study
AbstractIn May 2021, a survey was conducted with a random sample of 416 households stratified across levels of community broadband participation. Results show racialized/ethnic categorization and program enrollment had a small significant relationship with parents’ use of technology and a more nuanced relationship with parents’ beliefs about educational technology. Results suggest that participating in the community broadband initiative is associated positively with parents’ practices and attitudes. Moreover, practices were similar across households regardless of racialized/ethnic categorization, suggesting that household participation in the broadband program may be beginning to correct for racialized inequities in parents’ access, use, and attitudes.Keywords: Educational technologyparentscommunity broadbanddigital equityhousehold survey Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available on request from the corresponding author Damian Bebell at bebell@bc.edu. A data dashboard using the same data supporting the findings of this study is publicly available at https://edconnect.bc.edu/#/.Additional informationFundingThis work was supported by the Enterprise Center under Grant number 5111961.Notes on contributorsDamian BebellDamian Bebell is an Assistant Research Professor at Boston College’s Lynch School of Education and Human Development. Damian designs and conducts research on the implementation and impacts of educational technology around the world and is interested in furthering technology to improve educational research, measurement, and reflection.Zhexun (Cinna) XinZhexun (Cinna) Xin is a doctoral student in the Measurement, Evaluation, Statistics, and Assessment (MESA) program at Boston College. She is also a Research Assistant in the EdConnect evaluation study. She collects and builds a database of literature related to educational technology and the digital divide. She also assists with instrument development and data analysis. Her research interests focus on innovative measurement via technology, instrument development for psychological constructs, and program evaluation.Gareth ClevelandGareth Cleveland is a Research Associate in the Lynch School of Education and Human Development at Boston College. In his work on the EdConnect evaluation, he has focused on data management and analysis, including describing and modeling the way that parents think about and use technology. Gareth’s interests include leveraging education data to support local decision makers and improving processes for collecting and sharing data.Michael RussellMichael Russell is a Professor of Measurement, Evaluation, Statistics and Assessment in the Lynch School of Education and Human Development at Boston College. His current work focuses on the intersection of systemic racism and educational assessment.
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来源期刊
Journal of Research on Technology in Education
Journal of Research on Technology in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.70
自引率
5.90%
发文量
43
期刊介绍: The Journal of Research on Technology in Education (JRTE) is a premier source for high-quality, peer-reviewed research that defines the state of the art, and future horizons, of teaching and learning with technology. The terms "education" and "technology" are broadly defined. Education is inclusive of formal educational environments ranging from PK-12 to higher education, and informal learning environments, such as museums, community centers, and after-school programs. Technology refers to both software and hardware innovations, and more broadly, the application of technological processes to education.
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