Poster #78 - Children's Use of Digital Devices for Learning at Home in 2017 and 2022

• In Event: Poster Session 19

Abstract

Most studies examining children’s use of digital devices have examined device-based learning in school but not at home. Parents play a more central role in the home (Hoover-Dempsey et al., 2005) and children’s use of devices at home, therefore, is likely very different from that in school (Hadlington et al., 2019; Ronimus & Lyytinen, 2015). Moreover, digital usage at home no doubt has changed since COVID-19 with its demands for virtual instruction.
This study examined how U.S. families of elementary-aged children made use of digital devices at home to support their children’s learning in reading, writing, mathematics, and science, and whether this changed since COVID-19. It addressed the following research questions:
1. What digital devices do children have access to at home and how often do children use these devices to support their reading, mathematics, writing, and science learning? Are there any differences in device use based on academic subject or grade?
2. What are parents’ views regarding children’s use of digital devices for reading, mathematics, writing, and science?
3. Do parents report their children’s use of digital devices at home has changed since the onset of COVID-19?
4. Do parents report a change in their confidence to assist their children with digital devices since the onset of COVID-19?
Data were collected via an online questionnaire and in schools in 2017 (N=177). On average, parents who responded to the 2017 survey were mothers (91%), White (82%), college-educated or higher (77%) and 39-years-old (SD = 6.02) and indicated a yearly income above $74,999 (75%).
Only an online questionnaire was used in 2022. On average, parents who responded to the 2022 survey (N = 392) were mothers (59%), White (53%), college-educated or higher (77%) and 34-years-old (SD = 6.16) and indicated a yearly income above $50,000 (32%).
In the online questionnaire (Table 1), parents described their child’s access to devices, amount of use, subject-specific use, and their own confidence and beliefs about device use.
Prior to and following COVID-19, parents reported that children used digital devices most frequently for reading. Parents were confident in their ability to support their child’s learning with digital devices prior to and following the COVID-19 school closures. However, parents were more confident about supporting their children’s reading and writing and less confident about supporting math and science (Table 2). Slightly less than half the parents reported that their confidence to use digital devices to assist their children’s learning increased or increased a lot since before COVID-19 (Reading 46%, Mathematics 44%, Writing 44%, Science 41%). There was not a significant difference by subject.
Although parents are more confident in supporting their children’s digital use at home since COVID-19, they are less so for mathematics or science. These findings can inform the efforts of researchers exploring the use of digital devices as a tool in the home learning environment and educators working with families already making use of these devices at home.

Authors

• Michele Stites, University of Maryland - Baltimore County
  Presenting Author

• Susan Sonnenschein, University of Maryland - Baltimore County

• Hatice Gursoy, University of Maryland - Baltimore County

• Besjanë Krasniqi, University of Maryland, Baltimore County