Use Of Technology In Children Research Articles

Parental perceptions of gender differences in child technology use and cyberbullying

AbstractCyberbullying is a major health concern for today's youth and a pervasive stressor for adolescents and their families. This study offers qualitative insights into how parents perceive their children's technology use and engagement in cyberbullying based on gender. Eight focus groups were conducted with 48 parents of adolescents ages 10–17. Findings indicated parents perceived their children overuse technology and lack awareness of what cyberbullying is. Specific to gender, parents suggested their daughters use technology for social connection, and parents were more concerned about their daughter's technology use than their son's, which they believed was related to specific interests. In response to cyberbullying scenarios, parents encouraged females but not males to socialize with peers. This is the first qualitative study to obtain an in‐depth understanding of the ways in which parents perceive and socialize their children in regard to technology use and cyberbullying scenarios. These results may help school systems, school psychologists, researchers, and parents gain awareness of the gender‐stereotypical socialization process that unfolds in parental monitoring of technology use and cyberbullying situations. We conclude by offering suggestions for how school systems and personnel might intervene.

WHEN THE TEACHER BECOMES THE STUDENT: YOUTH IMPACT ON PARENT TECHNOLOGY USE

We are only beginning to understand the ways in which young people are introducing technologies into the family system and the ways that is impacting family relationships. What seems clear is that the face-to-face relationship does not translate directly to the online context, and online communication is not completely replacing in-person family relationships. Despite the lack of existing research, it is reasonable to expect that family relationships impact how youth and parents use online media. Building on socialization theory, in the current study we considered the ways in which youth technology use impacts parent technology use in parent-child dyads from India and the U.S. (98 dyads; youth: 37% female; mean age=17.3; parents: 54.6% female; mean age=41.5). When considering frequency of six types of technology use in a series of linear regression analyses: 1) general use to look for information, news, and use online tools, 2) audio or video calls, 3) texting, instant messaging, discussion boards, or email, 4) sending or receiving audio or video, and photos, 5) create or maintain blogs, microblogs, or websites, and 6) social networking sites, child technology use accounted for 8.4% to 27.0% of the variance in parent use. Despite the small sample size, it is clear that child technology use is strongly associated with parent use, even when considering diverse ways of using technology. Future research should use longitudinal data to explore how children impact parents’ technology use over time – how that influence changes with age, sociohistorical time and place, and life transitions.

Partnering With Parents

Contributing to a decade of national research on device ownership and app usage, this study provides evidence of how children from 120 homes across 46 classrooms use apps and portable technology to support their reading development. Parent survey data reveals 99% of children use technology to support reading in the home, primarily on iPad and laptop devices. Apps used most frequently include Istation, YouTube, and PBS Kids Video. To gather parent perceptions and depth of children's technology use, 13 individual interviews were conducted with parents from the same sample. Parents preferred their child read with print books, yet parents allowed their child to use portable technology, in response to their child's interest in technology and general pressure to keep pace with technology skill demands. The finding that nearly all children in this study supported reading skills with portable technology in the home demonstrates the need to foster partnerships between parents and teachers that builds on children's technological knowledge and use to deepen learning between home and school.

Pengaruh Pengetahuan Tentang Dampak Gadget Pada Kesehatan Terhadap Perilaku Penggunaan Gadget Pada Siswa SDN Kebun Bunga 6 Banjarmasin

Kemajuan zaman di bidang ilmu teknologi semakin berkembang. Teknologi yang sangat popular di era globalisasi ini adalah gadget. Penggunaan gadget pada anak semakin meningkat. Akademi Dokter Anak Amerika dan Perhimpunan Dokter Anak Kanada menegaskan perlu adanya batasan dalam penggunaan teknologi pada anak, anak umur 6-18 tahun dibatasi menggunakan hanya 2 jam perhari. Anak-anak dan remaja yang menggunakan teknologi melebihi batas waktu yang dianjurkan memiliki resiko kesehatan. Kurangnya pemahaman tentang dampak penggunaan gadget menjadikan anak berperilaku menggunakannya secara berlebihan. Tujuan penelitian ini adalah untuk mengetahui pengaruh pengetahuan tentang dampak gadget pada kesehatan terhadap perilaku penggunaan gadget pada siswa SDN Kebun Bunga 6 Banjarmasin. Penelitian ini merupakan penelitian survey analitik dengan pendekatan cross sectional. Populasi dalam penelitian ini adalah seluruh siswa kelas VI SDN Kebun Bunga 6 Banjarmasin. Sampel pada penelitian ini adalah total dari populasi yaitu sebanyak 50 siswa. Hasil analisis Regresi Linear sederhana menunjukkan adanya pengaruh pengetahuan tentang dampak gadget pada kesehatan terhadap perilaku penggunaan gadget pada siswa (p value = 0,002) dengan besar pengaruh 18,9%. Dalam hal ini perlu adanya peningkatan pengetahuan siswa tentang dampak gadget pada kesehatan, karena semakin tinggi pengetahuan akan dikuti dengan penurunan perilaku penggunaan gadget.

Technology for Children With Autism Spectrum Disorder: What Do Sri Lankan Parents and Practitioners Want?

AbstractAt present, technology is being extensively used among children with autism spectrum disorder (ASD) in affluent countries. However, there is a lack of studies exploring the use of technology for children with ASD in developing countries. This study, therefore, investigates the current role of technology for children with ASD in Sri Lanka where the autism prevalence is 1 in 93 children in the age group of 0–3. This qualitative study utilized semi-structured interviews and focus group sessions with 32 parents and 18 practitioners who work closely with children with ASD. The findings of this study indicate that a wide array of technological applications (n = 37) is used among children with ASD in Sri Lanka at home and therapy settings. This study further identifies different patterns of using technology at home and in therapy settings. For instance, parents mostly use passive learning technologies such as television and YouTube channels on smartphones to educate children with ASD in home settings. On the other hand, practitioners use interactive technologies such as desktop computer programs and tablet applications to develop skills and engage with children with ASD. Though many technological applications are used among Sri Lankan children with ASD, parents and practitioners illustrated that current technological applications need to be further improved and modified to cater for the needs of children with ASD and to make learning more effective. We also found out that having flexible customization can be a powerful tool when designing software applications for children with ASD in Sri Lanka. Finally, we present the implications for designing technologies for children with ASD highlighting the similarities and differences of our findings with those studies conducted in affluent countries.RESEARCH HIGHLIGHTSDigital technology such as TV and desktop computers are widely used among children with ASD in Sri Lanka. Most parents of children with ASD use passive learning technologies (i.e. TV), while practitioners use more interactive technologies such as tablets and computers. The most common use of technology at home is to teach academic skills (i.e. vocabulary and maths), while the most common use of technology at therapy is for sensory integration. Applications supporting Sri Lankan cultural context is one of the popular functionality required by both parents and practitioners of children with ASD. Customization can be a key feature when designing software applications for children with ASD in non-English speaking multilingual countries like Sri Lanka.

Systematic review of young children's writing on screen: what do we know and what do we need to know

AbstractWriting is part and parcel of children's active meaning‐making on and with screens, but it has been relatively neglected in the literature focused on children's digital literacies. This study synthesises existing empirical evidence focused on young children's (aged between 2 and 8 years) writing on screen and identifies the relationships between dominant themes in published literature and contemporary theories of children's technology use. A systematic literature review that included studies from diverse disciplines yielded 21 papers. Constant comparative analysis generated five themes that indicate four key directions for future research. We call attention to researchers'theoretical framingto supplement mono‐disciplinary approaches and single levels of analysis. We suggest that future research should provide greaterspecification of the purposeof children's writing on screen and the differenttypes of tools and applicationssupporting the activity. We also highlight the need for interdisciplinary approaches that would capture the composing stages involved in the writing process with andaroundscreens. Finally, we point out possibleage‐related differencesin documenting and reporting the composing process in classrooms. Overall, limitations in the current evidence base highlight the need for research conducted from a critical perspective and focused more directly on multimodality.

Obesity Prevention in Children in Latin America Through Interventions Using Technology.

The number of children in Latin America with overweight and obesity has increased markedly in recent years. However, interventions focused on prevention of childhood obesity are still in their infancy in Latin America. Leveraging the use of technology in children and adolescents to introduce or reinforce patterns of healthy eating and mobility in interventions is a priority. Though there is a low number of intervention studies focused on obesity prevention in Latin America, several studies using technology have been conducted. Further implementation of such programs as part of multilevel interventions will allow for continued prevention efforts to address increasing rates of overweight and obesity in this population.

Digging Deeper: Examining Conceptualizations of “Culture” and “Culturally Responsive,” Bilingual Teachers and Children Use of Technology, and Culturally Responsive Self-Regulated Strategy Development

Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation WANDA J. BLANCHETT, MONIKA W. SHEALEY; Digging Deeper: Examining Conceptualizations of “Culture” and “Culturally Responsive,” Bilingual Teachers and Children Use of Technology, and Culturally Responsive Self-Regulated Strategy Development. Multiple Voices for Ethnically Diverse Exceptional Learners 1 March 2018; 18 (1): 1–2. doi: https://doi.org/10.56829/2158-396X.18.1.1 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest Search

Parent Scaffolding of Young Children When Engaged with Mobile Technology

Shared parent–child experiences while engaged with an iPadTM were examined to determine if and then how parents interact with their children when using mobile digital devices. In total, 104 parent–child dyads participated in an observation session where parent–child interactions using the touchscreen tablet device were video recorded in order to observe first-hand the supports and exchanges between parent and child (age range 46.21–75.9 months). Results indicate that parents provide a great deal of support to their children while interacting with the touchscreen tablet device including verbal, emotional-verbal, physical and emotional-physical supports. The types of support offered did not differ as a function of parent gender or experience with mobile devices (users versus non-users). Overall, parents rated their own experience engaging with the touchscreen tablet and that of their child’s positively. Additional survey measures assessed parents’ perceptions of their child’s technology use and attitudes regarding optimal ages and conditions for introducing and using technology. Most parents indicated a preference for very early introduction to mobile technologies. Implications of these findings are discussed.

The Toll of Too Much Technology on Teens' Mental Health

Technology is here to stay, and forbidding adolescents to access electronic media may not be a sustainable solution. Pediatric health care providers should include technology use and the parents' knowledge of the child's technology use, in their screening practices with patients. With the guidance of pediatric nurses, parents and children together can collaborate on ways to maximize the benefits of technology and decrease its risks.

The Touch Screen Generation.

The article discusses the effects of technology on children's health and development. It is suggested that although studies have shown no serious risks associated with children's technology use, parents should encourage moderation in technology use. Topics discussed include sleep, social skills, touch screens, and cancer risk from cell phones.

The Use of Technology to Support the Learning of Children with Down Syndrome in Saudi Arabia

The research employed a survey questionnaire to explore the type of technological tools available in schools forchildren with Down syndrome (DS) in Saudi Arabia, perceptions of teachers toward the benefits of technology-assistedlearning for DS students, the skills that children with DS need to use technology, the challenges of using technology forchildren with DS, and what can be done to improve the use of technology for children with DS. The data from the 20teachers in two schools were analysed using qualitative data analysis procedures, which yielded several themes.The findings show that the sampled schools have different types of technologies but computers, iPads and projectorsare the most commonly used devices, although there are other devices such as DVD players, mobile phones, andloudspeakers among others. Many teachers understand the benefits of using technology to support children with DSand their views are supported by studies conducted in the past on the same area as presented in extant literature. Thekey challenges to using technology as identified by the teachers include lack of resources such as computers, lack ofsoftware designed in Arabic, and lack of training for teachers to enable them to support children with DS.Recommendations are discussed.

Making the best use of assistive technology for children in Romania: a case study

Using a case example, this article demonstrates the role of occupational therapy in the field of low assistive technology for children with disabilities in Romania. When making decisions about assistitive devices for a particular person in a particular situation, the occupational therapist needs to be aware of the family’s socioeconomic backgound as well as the sociopolitical and cultural climate for practice. The article describes a client-centred approach with an emphasis on function and wellbeing in the provision of long-term services for children and their families. Future research should be conducted on strategies to improve occupational therapy practice using assistive technologies in relation to the health and wellbeing of children with disabilities.

Documenting young children's technology use: Observations in the home

While there has been much interest in children's use of different technologies, research is often done with school-age children in their classrooms. This exploratory research study looks at fifteen preschool children (aged three to five) in Queensland, Australia and their use of different technologies in their own homes. This paper examines data from a checklist of technologies available in the home and video recording data of children's interactions with online technologies and other people captured by parents, which were analyzed using a modified ‘seating sweeps’ (Given & Leckie 2003) approach to gain a detailed, descriptive analysis of the home environment. A range of technologies are available to children, with the television and DVD player being most common in the home. Unlike desktop and laptop computers, which were restricted to adult use in half of homes, mobile computing devices (e.g., tablets and smartphones) were quite prevalent and generally available for children's use. In almost all cases children used devices designed for adults and often used them in common spaces in the home, such as the home office (38%) or living room (36%). Many children (45%) engaged independently with technology, able to accomplish activities and learn on their own. This study contributes to a growing body of literature about how young children connect to technology and the growing digital world around them. Examining children's interaction with technology and in the home environment allows researchers to better understand the role of technology in children's lives.

Weighing In: Prevention of Childhood Overweight and Obesity

Childhood overweight and obesity are preventable. Interventions to target child overweight and obesity must be multifaceted and responsive to the many environments that influence the lifestyle choices of children and their families. This article will focus on selected high-quality information and educational resources available on the Web or through the use of mobile technology for children, families, and health care professionals to reduce and prevent childhood overweight and obesity.

Use of technology in children's dietary assessment.

Information on dietary intake provides some of the most valuable insights for mounting intervention programmes for the prevention of chronic diseases. With the growing concern about adolescent overweight, the need to accurately measure diet becomes imperative. Assessment among adolescents is problematic as this group has irregular eating patterns and they have less enthusiasm for recording food intake. We used qualitative and quantitative techniques among adolescents to assess their preferences for dietary assessment methods. Dietary assessment methods using technology, for example, a personal digital assistant (PDA) or a disposable camera, were preferred over the pen and paper food record. There was a strong preference for using methods that incorporate technology such as capturing images of food. This suggests that for adolescents, dietary methods that incorporate technology may improve cooperation and accuracy. Current computing technology includes higher resolution images, improved memory capacity and faster processors that allow small mobile devices to process information not previously possible. Our goal is to develop, implement and evaluate a mobile device (for example, PDA, mobile phone) food record that will translate to an accurate account of daily food and nutrient intake among adolescents. This mobile computing device will include digital images, a nutrient database and image analysis for identification and quantification of food consumption. Mobile computing devices provide a unique vehicle for collecting dietary information that reduces the burden on record keepers. Images of food can be marked with a variety of input methods that link the item for image processing and analysis to estimate the amount of food. Images before and after the foods are eaten can estimate the amount of food consumed. The initial stages and potential of this project will be described.

Workshop 1: Use of technology in dietary assessment

A breakout session focusing on the use of technology in dietary assessment involved attendees posing a series of questions and making several observations in relation to an earlier presentation on the ‘Use of technology in children’s dietary assessment’. 1. The first issue discussed related back to a slide showing the process of image segmentation and estimation of food volume. Using computer software, image calibration and image segmentation allow for the volume of food on a person’s plate to be calculated. However, testing has shown that this procedure is not always accurate. Shadows created by a food item sitting on a plate make the object appear larger than it really is. It is hoped that, in time and with further development of the software, the volume of food eaten by individuals will improve dietary assessment studies. Weight, as opposed to volume, is used to estimate the edible portion of a food item with the portion size of an apple, for example, coded as small, medium or large, and either peeled or cored. Estimation of food volume should help avoid the approximations presently involved in determining daily energy and nutrient intakes and provide a more accurate quantification of the edible portion of a food. 2. Mobile hand-held devices have evolved to function as computers, and many now comprise a camera. Potentially, this makes them ideal tools to use in dietary assessment surveys. Results from pilot studies have shown good compliance rates among participants who were asked to take images of their food using hand-held devices (that is, camera-PDA devices). When asked to use a disposable camera, adolescents willingly took more pictures of the food they were eating than was requested. Successful development of hand-held devices should enable study participants to create a record of their food consumption over the day. The images will be stored in the hand-held devices before being sent to a central computer. Importantly, it should be possible to match the images of foods with their nutrient composition using any of the available nutrient databases.

Evaluation of a parent-report diary of the home use of assistive devices by young children with cerebral palsy

Purpose. To develop and evaluate the preliminary measurement properties of a parent-report diary of the home use of seating and mobility devices by young children with cerebral palsy (CP).Method. Four AT experts reviewed the home use of technology for children (HUTCH) diary to confirm its coverage of AT devices, and six parents of young children with CP examined its content, wording and organization. A random sample of 12 other parents independently completed a HUTCH diary daily for 1 week to record their child's use of seating, mobility and orthotic devices at home. Two to three weeks later, parents completed a second diary of AT device use over another seven consecutive days.Results. The face validity, content validity and test–retest reliability (ICC = 0.91; 95% CI = 0.69–0.97) of the HUTCH were very good. Parents reported that they completed the diary quickly and easily.Conclusions. The HUTCH diary shows promise as a reliable and practical way to record the frequency and number of hours that children use different types of seating and mobility-related devices at home. Testing the concurrent validity of the HUTCH diary against an acceptable criterion measure will improve its acceptance as measure of AT device use.

What is “Quality” in the use of Technology for Children with Learning Disabilities?

Important issues related to quality in the use of technology with children with learning disabilities are discussed. The need for basic pedagogical considerations is stressed, and the impact of the computer on the learning process is introduced relative to the factors of learner control, motivation, feedback types, graphics, and screen design. The use of computer-assisted programs with speech feedback is analyzed relative to children with reading disabilities. Finally, a scheme containing the main considerations related to what constitutes “quality” is presented.