Parents’ mobile technology adoption influences on elementary children’s use

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This article identifies 120 parents' intentions to adopt mobile technology and gathers in-depth perceptions about mobile technology adoption with a smaller subset of 13 parents.

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14 p.

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Eutsler, Lauren 2018.

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This article is part of the collection entitled: UNT Scholarly Works and was provided by UNT College of Education to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 26 times , with 4 in the last month . More information about this article can be viewed below.

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Description

This article identifies 120 parents' intentions to adopt mobile technology and gathers in-depth perceptions about mobile technology adoption with a smaller subset of 13 parents.

Physical Description

14 p.

Notes

Abstract: Purpose – With a high rate of mobile technology ownership in the home, it is unknown how parents’
behavioral intention influences mobile technology adoption and children’s informal use to support reading.
The purpose of this paper is to identify 120 parents’ intentions to adopt mobile technology and gather
in-depth perceptions about mobile technology adoption with a smaller subset of 13 parents.
Design/methodology/approach – The unified theory of acceptance and use of technology adoption model and
the ecological systems theory help explain the interconnections of the child’s home and school on mobile technology
intentions and use behavior. A mixed-method explanatory research design obtained behavioral intention scores
from a parent survey and individual interviews explained intention scores and depth of perceptions. Findings
– Parents’ behavioral intention scores show, on average, parents agree with using mobile technology
to help their child read in the home. Behavioral intention concerns are influenced by children’s individual
experience with technology: reluctant users prioritize media-safe education; indifferent users perceive
technology as entertainment and desire a balance of text mediums; eager users are influenced socially and
recognize interactive and individual affordances when reading with technology.
Research limitations/implications – Knowing that parents’ behavioral intentions vary based on
their individual concerns, transparency between parents and teachers about parents’ concerns and children’s
mobile technology use in the home can strengthen children’s mobile learning opportunities between home
and school. Originality/value – Data were collected from 46 classrooms between two K-5 elementary
schools in the southeastern USA, which offers a unique glimpse into technology adoption behavior in two different
communities.

Source

  • International Journal of Information and Learning Technology, 2018. Bingley, UK: Emerald Publishing Limited

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Publication Information

  • Publication Title: International Journal of Information and Learning Technology
  • Volume: 35
  • Issue: 1
  • Pages: 1-15
  • Peer Reviewed: Yes

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UNT Scholarly Works

Materials from the UNT community's research, creative, and scholarly activities and UNT's Open Access Repository. Access to some items in this collection may be restricted.

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Submitted Date

  • May 27, 2017

Accepted Date

  • August 17, 2017

Creation Date

  • 2018

Added to The UNT Digital Library

  • Feb. 28, 2018, 6:41 p.m.

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Eutsler, Lauren. Parents’ mobile technology adoption influences on elementary children’s use, article, 2018; Bingley, United Kingdom. (digital.library.unt.edu/ark:/67531/metadc1114898/: accessed December 11, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT College of Education.