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Positive Technological Development: How Do Students and Parents Perceive It?
PROCEEDINGS

, The Chinese University of Hong Kong, China

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study utilized the positive technological development (PTD) framework to understand how students and parents perceive PTD differently. Data were collected from 482 Primary 5 (Grade 5) and Primary 6 (Grade 6) students and parents at three primary schools in Hong Kong. The results indicated that the students and parents differed in their perceptions of PTD. In general, the students reported higher levels of Perceived Technological Efficacy and Social Uses of Technology than did the parents, whereas the parents reported a higher level of Technological Contribution. The discrepancy between student and parent perceptions of PTD provides a rich context for discussing the parenting of the iGeneration in school and at home.

Citation

Lau, W.W.F. (2015). Positive Technological Development: How Do Students and Parents Perceive It?. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 74-78). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2019 from .

Keywords

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Cited By

  1. Student and Parent Perceived Technological Efficacy, Social Uses of Technology, and Technological Contribution: A Dyadic Analysis

    Wilfred W.F. Lau, The Chinese University of Hong Kong, China

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1027–1031

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