Abstract
Using data from a national sample of parent and family educators in the US (n = 697), this comparative study examines professionals’ practices and technology-related attitudes, skill and workplace conditions. Overall, professionals report positive attitudes about the value of using technology in practice and view themselves as proficient. They most frequently use technologies like the email and document preparation software, and less frequently social media and even virtual reality. Workplace resources vary significantly, educators are not motivated by employer expectations and most report self-training as more valuable than formal sources. Mean comparisons by family educator type validate differences by context. Parenting educators, occasional family educators (e.g., teachers, counselors) and Family Life Educators vary from those in Higher Education/Administration. Those in Higher Education/Administration have more technology resources, report more positive attitudes, are more confident about their skills, and view formal technology training as useful. Conclusions suggest the need for the field of parent and family education to join other educational professions (e.g., licensed classroom teachers) to embrace technology use as a critical competency and advocate for the necessary resources in the preparation and ongoing service training of professionals.
Highlights
Without a doubt, innovations in information and communications technology (ICT) are redefining families’ lives in the 21st century
These were identified from relevant education technology literature, adapted in wording to align with family life education practice by the collaborative research team and tested for construct validity with an advisory group of professional family educators
As the field of family education looks into our collective future, it is critical that we anticipate areas of change in society and in our world that affect family life, that influence our learners and that affect our practice
Summary
Innovations in information and communications technology (ICT) are redefining families’ lives in the 21st century. Despite prevalent access to the Internet and widespread use of social media, parents and family members vary widely in technology attitudes, preferences and skills [8,10,11], suggesting differences in ‘digital readiness’ to accommodate when integrating technology into instruction [12]. Advances in the use and comfort with technology means that parent and family educators must have the skills and knowledge to address technology both as a content area of practice (what families want and need to know) and in the delivery of programs (how learning can be facilitated effectively and safely). Like our formal classroom counterparts, family educators need to be content-ready and armed with adequate technology and adequate technology skills to integrate newer ICT into their practice. This study examines technology use and factors that may influence use in among family educators and, because of the diversity of job types and work conditions within the field of family [21,22], it compares the technology use experience and influences across categories of professionals
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