Digital Media and Families

Parent Engagement Learning at Home: Families’ Educational Media Use in America
Rideout, V. Learning at Home: Families’ Educational Media Use in America (2014) Joan Ganz, Cooney Center

This comprehensive analysis of parents’ experiences with the educational media their children use tries to answer the following questions: Which subjects do parents feel their children are learning the most about from media? Which platforms do they perceive as being most effective? And what are some of the obstacles to greater use of educational media? All of these issues are explored by age, gender, race/ethnicity, and socioeconomic status. The report measures the degree to which children and parents use media together, overall and by platform, and looks at how this joint media engagement changes as children get older. The study also examines children’s reading behaviors, especially online or on electronic reading devices.

Family Engagement as a Shared Responsibility in a Digital Learning Environment
Seven Family Roles in a Digital Learning Environment

Research from the growing new field of digital media and learning clearly shows that children and youth develop their digital skills with on- and offline cooperation of peers, mentors, and parents, and then, in turn, help others. When youth describe their digital learning experiences, it occurs across multiple settings, and parent and family come up as important in many ways.

Based on their ethnographic work with youth, Brigid Barron and colleagues found parents play seven key roles. They are: Teacher, Collaborator, Learning Broker, Resource Provider, Nontechnical Consultant, Employer and (Co-) Learner. While most of these roles are not specific only to learning with digital media, this and other research indicates how important family engagement is in helping children and youth access and make good use of digital tools and experiences at home and in and out of school.

How Families Can Enrich Digital Media Learning Experiences for Their Children
Volume VI, Issue 1, February 19, 2014

Research shows that children ages 0–8 spend an average of three hours a day engaging with various forms of media, including television, computers, mobile devices, and gaming consoles. Surprising, perhaps, is the finding that children under the age of 2 spend twice as much time watching television and videos as they do reading books, or being read to.

Net Children Go Mobile is a two-year research project funded under the European Commission’s Safer Internet Programme. Seven countries participate: Denmark, Italy, Romania, United Kingdom, Ireland, Portugal and Belgium. The project uses quantitative and qualitative methodologies to investigate access and use, risks and opportunities of mobile internet use. This report presents the initial findings of the survey of children and young people’s use of mobile internet technologies in Ireland. 500 9-16 year olds were interviewed face-to-face in their homes. The fieldwork was carried out in Ireland by Ipsos MRBI in November and December 2013. (Click on second report down when page opens).