Social Media Use by Parent and Family Educators: Balancing Confidence With Concerns

• In Event: The Possibilities and Concerns Presented by Social Media and Mobile Learning

Abstract

This study examined factors that influence social media use by parent and family educators. Using a value-expectancy framework that weighs technology benefits with costs within the Technology Acceptance Model (TAM), this study surveyed 500 active educators who work in school and community-based settings. Value and skills for social media balanced with concerns as influences on use. Workplace infrastructure indirectly influenced use through influence on skills and perceived usefulness. Because parent and family education professionals’ use and influences are similar to k-12 teachers, and because they reach an audience who mediate children’s technology use at home and assist in school success, they should be included in professional development efforts that prepare and encourage use of these popular technologies.

Authors

• Susan K. Walker, University of Minnesota

• Seonghee Hong, University of Minnesota - Twin Cities