Children's interactions with digital devices

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dc.contributor.author Wang, Hui
dc.date.accessioned 2018-04-28T17:12:10Z
dc.date.available 2018-04-28T17:12:10Z
dc.date.copyright 2018 en_US
dc.date.issued 2018-04-28
dc.identifier.uri http://hdl.handle.net/1828/9272
dc.description.abstract The role of digital devices such as touch screens in children’s lives at home and at school has increased at an accelerated pace during the past eight years. Parents and teachers act as children’s main monitors, instructors, and guides for interacting with digital devices. This project reviews parental influence on children’s digital usage via parents’ attitudes, their own usage, their support, and mediation. Results show that children's experiences of using digital devices is affected by the diversity of parental influential factors. The positive effects of parental usage, support, and mediation possibly promote children's experiences with digital devices. Furthermore, the use of digital devices in school are also found to improve children's writing, drawing, foreign language learning, and social collaboration under some conditions. However, the review of children’s use of digital devices in classrooms reveals conflicting results on the development of intellectual and social aspects, which calls for more communication among teachers on instruction and guidance. en_US
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.subject Digital devices en_US
dc.subject Children en_US
dc.subject Parental influence en_US
dc.subject Children's development en_US
dc.subject Motivate children's learning interest en_US
dc.subject Promote peer collaboration en_US
dc.title Children's interactions with digital devices en_US
dc.type project en_US
dc.contributor.supervisor Roth, Wolff Michael
dc.degree.department Department of Curriculum and Instruction en_US
dc.degree.level Master of Education M.Ed. en_US
dc.description.scholarlevel Graduate en_US

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