Next Article in Journal
Didactic Focus Areas in Science Education Research
Next Article in Special Issue
Nurturing Family Environments for Children: Compassion-Focused Parenting as a Form of Parenting Intervention
Previous Article in Journal
The Preparation of Stewards with the Mastery Rubric for Stewardship: Re-Envisioning the Formation of Scholars and Practitioners
Previous Article in Special Issue
A Universal Early Parenting Education Intervention in Community-Based Primary Care Settings: Development and Installation Challenges
Open AccessArticle

‘It Depends’: Technology Use by Parent and Family Educators in the United States

Family Social Science, University of Minnesota, St Paul, MN 55108, USA
Educ. Sci. 2019, 9(4), 293; https://doi.org/10.3390/educsci9040293
Received: 1 October 2019 / Revised: 21 November 2019 / Accepted: 28 November 2019 / Published: 11 December 2019
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. View Full-Text
Keywords: technology; parenting education; family education; workplace supports; technology acceptance technology; parenting education; family education; workplace supports; technology acceptance
MDPI and ACS Style

Walker, S.K. ‘It Depends’: Technology Use by Parent and Family Educators in the United States. Educ. Sci. 2019, 9, 293.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop