Factors Influencing the Use of Technology by Licensed Parenting Educators

• In Event: 58.079 - Tools for Professional Communication and Teaching

Abstract

This study examined school district based, licensed parenting educators, a population not traditionally studied in technology integration research. Parenting educators significantly influence family engagement in children’s learning. A modified Technology Acceptance Model (TAM, Davis, 1989) was the theoretical base, with context factors (workplace conditions) and age included as predictors of attitudes and use. Structural equation modeling revealed that attitudes are directly related to use and attitude precursors (perceived ease of use and perceived technology usefulness), age, and workplace conditions act as significant indirect factors. Given that many parent educators are older than their Millenial generation learners, results imply that school district technology policies, resources and training extend to and address the comfort of these educators.

Authors

• Susan K. Walker, University of Minnesota

• Seonghee Hong, University of Minnesota - Twin Cities