Variation in Parent Use of Information and Communications Technology: Does Quantity Matter?

Abstract

Although the availability of new information and communication technologies (ICT) may be revolutionizing learning, an understanding of how parents use these innovations is still emerging. Using online survey data from 1,653 parents across the United States, this study identified nine subgroups of parent technology users on dimensions that included their online activity frequency, devices they were using, and their attitude toward technology. Subgroups ranged from those who did a variety of activities daily, used many different devices, and had a positive attitude, to those who infrequently accessed technology, used few types of technology, and had a negative attitude. Further subgroup comparisons reveal few demographic differences characterizing technology use. However, clear differences in constraints and attitude suggest the need for assessing variations in and expanding conceptualizations of technology behavior before designing programs that rely on the Internet for delivery.

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