scholarly journals Technology and Media Use in Preschool Classrooms: Prevalence, Purposes, and Contexts

2020 ◽  
Vol 5 ◽  
Author(s):  
Rebecca A. Dore ◽  
Jaclyn M. Dynia
Keyword(s):  
Latent Class ◽  
Media Use ◽  
Preschool Age ◽  
Classroom Technology ◽  
Lead Teachers ◽  
Preschool Classrooms ◽  
Television Use ◽  
New Material ◽  
Program Funding ◽  
Technology Users

Although the amount of time that preschoolers spend with screen media at home is continuing to increase, less is known about the types of media experiences children are having in preschool settings. Furthermore, little research has investigated the purposes for which preschool teachers use technology and media in the classroom and the contexts in which such use occurs. The current study addresses that gap by providing a nuanced picture of technology and media use in preschool classrooms. Lead teachers were recruited via email lists of educators who participated in previous studies or expressed interest in receiving communication from our research group. Participants (N = 312, 98.6% female; Mage = 43.9 years) all taught preschool-age children. Participants were first asked to check which of four devices they used with children in their classroom (tablet, smartphone, computer, television). If participants responded that they used each device, they were asked how often. Survey items also assessed (1) Purposes: how often teachers used each device for instructional purposes (e.g., teaching new material, practicing material) and non-instructional purposes (e.g., entertainment, as a reward), and (2) Context: how often teachers used devices for both teacher-supported and non-teacher-supported activities. Results indicated that tablet and computer use were most common, whereas smartphone and television use were less prevalent. Teachers reported most frequently using tablets, computers, and smartphones for instructional purposes. Television was most frequently used for entertainment. Tablets and smartphones were most frequently used in teacher-supported individual contexts, whereas computers were most frequently used in teacher-supported whole group contexts. Latent class analysis showed five classes of classroom technology and media use: tablet and computer users, tablet only users, low technology users, computer for teacher-supported instruction users, and television only users. Finally, we determined that these classes were predicted by program funding (publicly- or privately-funded), teacher experience, and teacher education.

scholarly journals Radical News? Immigrants’ Television Use, Acculturation Challenges, and Support for Terrorism

2020 ◽  
Author(s):  
Sandy Schumann ◽  
Danny Osborne ◽  
Paul Gill ◽  
Benjamin Fell ◽  
Miles Hewstone
Keyword(s):  
Host Country ◽  
Latent Class ◽  
Media Use ◽  
Opinion Poll ◽  
Ethnic Media ◽  
Acculturation Process ◽  
The United Kingdom ◽  
Muslim Immigrants ◽  
Television Use ◽  
Secondary Analyses

Previous research shows that acculturation challenges predict immigrants’ support for terrorism. Here, we acknowledge the central role of mass media use in the acculturation process. We investigate whether immigrants who infrequently use ethnic and host country media, a possible indicator or driver of marginalisation, report higher sympathy with terrorism than frequent media users. We further examine if those who prefer ethnic over host country media, which might reflect or facilitate disengagement from the host society, support terrorism more strongly. To address these research questions, we conducted secondary analyses of a public opinion poll of Muslim immigrants resident in the United Kingdom (N = 880). Focusing on immigrants’ use of ethnic and host country television channels, latent class analysis identified four groups: Frequent and Infrequent Media Users as well as Ethnic and Host Country Media Users. Overall sympathy with terrorism was low. Contesting our hypothesis, Frequent Media Users supported terrorist action more than Infrequent Media Users. Ethnic Media Users also expressed higher sympathy with terrorism than Host Country Media Users. Findings emphasise the dynamic interplay between media use and acculturation challenges; they further suggest strategies to reduce immigrants’ support for terrorism.

The Solution Strategy as an Indicator of the Developmental Stage of Preschool Children’s Mental-Rotation Ability

2010 ◽  
Vol 31 (2) ◽  
pp. 95-100 ◽  
Author(s):  
Claudia Quaiser-Pohl ◽  
Anna M. Rohe ◽  
Tobias Amberger
Keyword(s):  
Preschool Children ◽  
Mental Rotation ◽  
Latent Class ◽  
Preschool Age ◽  
Stage Model ◽  
Solution Strategy ◽  
Thinking Aloud ◽  
Transition Analysis ◽  
Solution Strategies ◽  
Close Relationship

The solution strategies of preschool children solving mental-rotation tasks were analyzed in two studies. In the first study n = 111 preschool children had to demonstrate their solution strategy in the Picture Rotation Test (PRT) items by thinking aloud; seven different strategies were identified. In the second study these strategies were confirmed by latent class analysis (LCA) with the PRT data of n = 565 preschool children. In addition, a close relationship was found between the solution strategy and children’s age. Results point to a stage model for the development of mental-rotation ability as measured by the PRT, going from inappropriate strategies like guessing or comparing details, to semiappropriate approaches like choosing the stimulus with the smallest angle discrepancy, to a holistic or analytic strategy. A latent transition analysis (LTA) revealed that the ability to mentally rotate objects can be influenced by training in the preschool age.

Media Use and Men’s Approval of Intimate Partner Violence in Honduras

2021 ◽  
pp. 088626052199392
Author(s):  
Selina Forsyth ◽  
Kaitlin P. Ward
Keyword(s):  
Intimate Partner Violence ◽  
Social Cognitive Theory ◽  
Partner Violence ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Media Use ◽  
Intimate Partner ◽  
Final Sample ◽  
Television Use ◽  
Social Observation

Intimate partner violence (IPV) is a widespread issue that affects millions of individuals each year. Prior research suggests that IPV approval is associated with an increased likelihood of IPV perpetration. However, scant research has examined predictors of IPV approval, and even less has examined the predictors of IPV approval in Latin America. Social cognitive theory describes the acquisition of ideas, values, attitudes, and behaviors through social observation, including through media. This study uses social cognitive theory to examine the effects of media use on men’s approval of IPV in Honduras, while controlling for demographic variables and IPV risk factors. We hypothesized that greater engagement with media (via television, radio, and newspapers or magazines) would be associated with decreases in the approval of IPV. Using ordinal logistic regression, we analyzed data from the Men’s Survey Module of the 2011–2012 Honduras Demographic and Health Survey. The final sample included 4,760 currently partnered men. Results suggest that listening to the radio one or more times per week was associated with greater IPV approval, while newspaper/magazine and television use were not significantly associated with IPV approval. Education, marital status, increased age at first cohabitation, and having a female partner or someone else making decisions about earnings were all protective against IPV approval. Further investigation into the content of Honduran radio and other media is called for in order to inform interventions to reduce acceptance of IPV.

scholarly journals The course of social media use problems in secondary school adolescents: A latent class growth analysis

2021 ◽  
Author(s):  
Maartje Boer ◽  
gonneke stevens ◽  
Catrin Finkenauer ◽  
Regina van den Eijnden
Keyword(s):  
Social Media ◽  
Secondary School ◽  
Growth Analysis ◽  
Latent Class ◽  
Media Use ◽  
Latent Class Growth Analysis ◽  
Social Media Use ◽  
Immigrant Background ◽  
Low Levels ◽  
Latent Class Growth

Little is known about how addiction-like social media use (SMU) problems evolve over time. Using four waves of longitudinal data collected in 2015-2019 from 1,414 adolescents (Mage = 12.5, 46.0% girl, 21.9% immigrant background), this study aimed to identify adolescents’ trajectories of SMU problems in parallel with their trajectories of SMU intensity. Latent class growth analysis identified two subgroups with persistently high levels of SMU problems, of which one with high (24.7%) and one with average SMU intensity (14.8%), and two subgroups with persistently low levels of SMU problems, of which one with low (22.3%) and one with high SMU intensity (38.2%). Compared to the largest subgroup, the two subgroups with high levels of SMU problems showed more problematic profiles.

scholarly journals ELEMENTS OF INTERACTIVE TECHNOLOGIES IN THE TEACHING OF MATHEMATICAL DIRECTIONS

2021 ◽  
pp. 76-91
Author(s):  
Irina Lebedeva ◽  
Larisa Norik ◽  
Stepan Lebedev
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Classroom Technology ◽  
Mathematical Apparatus ◽  
Interactive Technologies ◽  
Professional Activities ◽  
New Material

Examines the opportunities that are provided through the using of interactive technologies in the teaching of disciplines of the mathematical cycle. These disciplines are basic in the training of future economists and managers. Examples of the positive impact of using the “flipped” classroom technology on the perception of new material in the context of online learning are given. And also praxis of using elements of gamification for the formation of students’ competencies related to the use of the mathematical apparatus in their future professional activities are demonstrated.

scholarly journals Adolescent Social Media User Types and their Mental Health and Well-being: results from a longitudinal survey of 13–14-year-olds in the United Kingdom

2021 ◽  
Author(s):  
Lizzy Winstone ◽  
Becky Mars ◽  
CMA Haworth ◽  
Jon Heron ◽  
Judi Kidger
Keyword(s):  
Mental Health ◽  
Social Media ◽  
Screen Time ◽  
Online Survey ◽  
Latent Class ◽  
Media Use ◽  
Well Being ◽  
Poor Mental Health ◽  
Social Media Use ◽  
Health And Well Being

Background There is mixed evidence as to the effects of different types of social media use on mental health, but previous research has been platform-specific and has focused on an oversimplified distinction between active and passive use. This study aimed to identify different underlying subgroups of adolescent social media user based on their pattern of social media activities and test associations between user type and future mental health. Methods Students from nineteen schools (N=2,456) in south-west England completed an online survey measuring thirteen social media activities and four psychosocial outcomes (past year self-harm, depression, anxiety and poor well-being) at age 13 years (October 2019) and repeated a year later (October 2020; aged 14 years). Latent class analysis using Mplus identified distinct classes of social media user. A bias-adjusted three-step model was used to test associations between class membership at baseline and mental health at follow-up. Analyses were adjusted for gender, ethnicity, sexual orientation, socio-economic status, disability, social media screen-time and baseline mental health.Results A four-class model of social media user at baseline was selected based on fit statistics and interpretability. User types were labelled High Communicators; Moderate Communicators; Broadcasters; and Minimal users. Broadcasters at age 13 had the poorest mental health outcomes at age 14, with mental health and well-being generally better in the two Communicator groups. Conclusions Findings suggest that adolescents with high levels of content sharing – in addition to socialising and browsing online – are most likely to be experiencing poor mental health a year later. Recommendations regarding social media use should move beyond screen-time to consider different user types, and mental health implications of their engagement with different online activities.

Social media use while listening to new material negatively affects short-term memory in college students

2020 ◽  
Vol 227 ◽  
pp. 113172
Author(s):  
Allyson Spence ◽  
Kierian Beasley ◽  
Holly Gravenkemper ◽  
Alexandra Hoefler ◽  
Anthony Ngo ◽  
...  
Keyword(s):  
College Students ◽  
Social Media ◽  
Short Term Memory ◽  
Media Use ◽  
Short Term ◽  
Social Media Use ◽  
Term Memory ◽  
New Material

A Conceptual Framework of Teacher Motivation for Social Media Use

2019 ◽  
Vol 121 (14) ◽  
pp. 1-18
Author(s):  
Ayesha K. Hashim ◽  
Jeffrey P. Carpenter
Keyword(s):  
Social Media ◽  
Conceptual Framework ◽  
Professional Learning ◽  
Social Preferences ◽  
Media Use ◽  
Full Range ◽  
Motivational Factors ◽  
Future Research ◽  
Social Media Use ◽  
Lead Teachers

Teachers are increasingly turning to social media to facilitate informal opportunities for professional learning, yet we know little about the motivational factors that prompt teachers’ social media use. In this chapter, we propose a conceptual framework that researchers can use to unpack the varied motivational factors that lead teachers to engage with social media for professional learning. We argue that the extant literature on teachers’ social media use lacks cohesion in terms of identifying the full range of motivational factors that inform teacher practice and that can lead teachers to engage with social media spaces with different functionalities (e.g., curating content, building community, monetizing teacher resources). We draw on utility-based theory from economics to understand how teachers negotiate between different motivational preferences when deciding to engage with different social media platforms, foregrounding both individual and social preferences and how the context of districts, schools, grade levels, classrooms, and teachers’ backgrounds might influence teacher preferences and social media use. We conclude with a discussion of how this conceptual framework can inform future research.

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