Parents Perceptions and Current Research on the Effects of Technology Use on Language Development
Christine Northington and Kaitlin Witt
Our Lady of the Lake University
October 22nd, 2018
TABLE OF CONTENTS
ABSTRACT………………………………………………………………………………………4
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CHAPTER 1: INTRODUCTION
Theories of Language Development………………………………………………………………5
Technology’s Proposed Effects on Language Development ……………………………………..7
Purpose……………………………………………………………………………………………9
Aim and Hypothesis……………………………………………………………………………….9
CHAPTER 2: MATERIALS AND METHODS
Participants……………………………………………………………………………………….10
Procedures………………………………………………………………………………………..10
Data Analysis…………………………………………………………………………………….10
CHAPTER 3: RESULTS
Qualitative and Quantitative Analysis of Results…………………………………………………
CHAPTER 4: CONCLUSION
Discussion…………………………………………………………………………………………..
Conclusion………………………………………………………………………………………….
Limitations and Future Studies……………………………………………………………………..
APPENDICES
Appendix A: Parents Reports on Technology Questionnaire……………………………………11
IRB (Institutional Review Board) Documents……………………………………………………….
REFERENCES…………………………………………………………………………………..14
ABSTRACT
As of 2015, a poll showed 78 percent of elementary school students say they regularly use a tablet. At the middle and high school levels, sixty-nine percent of middle schoolers use tablets, and forty-nine percent of high schoolers use these technological devices (Cavanagh, 2015). The amount of technology being used across the country in the school setting is not backed by extensive research. There is a limited amount of research investigating the effects of technology on language development. A report by CNN news showed children eight years old and younger spent about 45 minutes a day looking at a mobile screen (Howard, 2017). The amount of time parents let children spend on technological devices suggest parents find this beneficial to their children. This study looks further into parent’s perceptions on the use of technology and whether parents find it beneficial to their children’s language development.
CHAPTER 1
INTRODUCTION AND REVIEW OF THE LITERATURE
There is limited research on the proposed effects of communication technology and its impact on language development. The use of computers, iPads, iPhones or television with use of videos or programs are what is considered as technological use in this report. The use of these devices within the home and school setting is an area that needs further investigation, particularly in the area of technology’s effects on language development. This review will focus on language development process, the proposed positives and negatives of technology use on language development, as well as the perceptions of parents of children who use communication technology.
Theories of Language Development
Language development is a widely discussed topic among researchers in the field. Common theories that drive today’s view of language acquisition include the behavioral theory, nativists theory, and those proposed by Vygotsky and Piaget. Vygotsky’s theory approaches language from a social perspective in that he theorized language is learned through interactions in which there is guided participation and assistance is gradually declines in a scaffolding manner. Behaviorists argue that nature plays a vital role in language development and environmental reinforcers facilitate language learning through associations of behaviors and responses to stimuli. Nativists argue the presence of a Language Acquisition device, which is an innate tool that allows for the instantaneous acquisition of language and therefore perceive input as a non- critical aspect of acquisition. (Dastpak, Behjat, and Taghninezhad, 2017). Although there are multiple theories that address the process of language acquisition, current research suggests that factors that contribute to speech and language development include genetic, such as pre-dispositional syndromes, and environmental factors, such as social interactions (AlHammandi, 2017; Hayiou-Thomas 2012,). According to Goldstein and Schwade (2008), social interactions provide a significant difference in the advances of language in infancy. Goldstein and Schwade (2008) studied the effects of infant’s babbles in response to mother’s feedback. Infants adapt their vocalizations to match that of the input received (Goldstein & Schwade 2008). From these findings Goldstein and Schwade (2008) concluded that the foundation of language, and thus communication, is advanced by social interactions. Social learning is a crucial aspect of developing an infant’s early vocal development and phonological knowledge needed for language acquisition (Goldstein ; Schwade, 2008). Ramirez, Garcia, and Kuhl (2014), support the findings of Goldstein ; Schwade (2008). Ramirez et al. (2014) found that environmental factors, such as parent interactions with child, were a dominant influence of early childhood language development. The study concluded the results from voice recording of parental interactions with the child and then measurements of the child language development across time (Ramirez et al. 2014). These findings best support Vygotsky’s theory of development as it relates to scaffolding and interactions. While research demonstrates the importance of social interactions for the development of language, it is also important to recognize how best to incorporate these findings into approaches to facilitate language learning. One area of discussion is technology’s role in language acquisition.
Theories of language development (Li et al., 2006) and the role of technology is discussed by many researchers. Li et al. (2006) discusses Vygotsky’s views on the importance of scaffolding in children, as it allows children to move forward in the social environment while building new competencies. These scaffolding strategies include actions like pointing to the task, reminding, suggesting and questioning (as cited in Li et al., 2006). A positive relationship exists between teacher-provided scaffolding and computer assisted instruction as it increases children’s cognitive development (Li et al., 2006). Li et al., 2006 discusses Vygotsky’s notion that computers supplied with developmentally appropriate, interaction software may be beneficial by aiding in children’s learning and act as scaffolding agents, producing increased cognitive development (Li et al., 2006).
Piaget proposed that children develop in a sequence of stages from birth to adolescence; however, current research found that the abstract nature of computer programs and images should mean children reach the concrete operational stage (around 7 years old) or gain greater intellectual maturity before using computers (as cited in Li et al., 2006). In argument, Li et al. (2006) discusses how Clements and colleagues found that children as young as preschoolers can appropriately use computer programs, and that what may be concrete to the child could be more related to what is more meaningful and easily manipulated with physical characteristics (Li et al., 2006).
Technology’s Proposed Effects on Language Development
Current research on the effects of technology on language development is limited; however, the proposed effects are both positive and negative. Li and colleagues (2006) studied the impact of computer use on school readiness and psychomotor skills. Their study found that children with access to a computer at home did better than those without home computer access, in areas of school readiness. These findings highlight the importance of early childhood computer use in the development of children’s minds and bodies and came from socioeconomically disadvantaged families (Li et al., 2006). Itler (2015) considered the perspectives of teachers and students on using technology during the language learning process. The study consisted of a questionnaire that teacher candidates and students volunteered to complete. The survey asked questions regarding the use of technology during the language learning process (Itler, 2015). The results of the questionnaire show language teacher candidates think that technology is unavoidable in this world which is why the teacher is the key factor to determine appropriate use. The teacher candidates also indicated that technology does not only teach a new language but also assists young students in gaining new cultural items, which can be appealing for young students. The students did not have the same opinion, as most still prefer to live real language learning in the classroom and instead use the technology for their tasks and homework (Itler, 2015). Itler’s (2015) findings show teachers should use technology to increase their student’s language awareness and that they should organize the activities according to children’s age, language level, interests, and needs. Itler (2015) also suggests that language teachers should lead the young students and their parents to the appropriate websites and should also create task-based activities and project-work for their students to use with the technology.
However, Watt (2010) did not find sufficient research on the positive effects of technology use and its impact on language skills. Watt (2010) performed a literature review on the current research available on the effects of technology use on language development did not find sufficient research on the positive effects of technology use and its impact on language skills. Watt (2010) concluded that more detailed research must be conducted to fully evaluate the effects of specific aspects of computer use among the different levels and types of computer usage and how they influence outcomes as well as more research into the potential consequences of technological advances. Watt (2010) suggests that education professionals need to be up to date on the current research in order to support parents and caregivers to ensure children use the communication technology to support their language and literacy development. The lack of extensive research in this area is the reason this study is being conducted.
Purpose
The purpose of this study is to get a better understanding regarding parent’s perspectives on technology’s influence on language development. This report will discuss the current research on theories of language development, recent studies on technology’s effects on language development, and the findings from the questionnaire that will be administered.
Aims and Hypothesis
The aims of this study were to: determine parents’ perspectives on the impact technology has on language development and 2) explore the current research behind it.
Hypothesis 1: It is hypothesized that parents perceive technology advantageous to their child’s language development.
CHAPTER 2
METHODS
Participants
This study will involve the recruitment of parents who have children between the ages 0 to 15 years. Further inclusion criteria include access to internet and five to ten minutes to spend completing the survey. Exclusion criteria for the study are any individuals who do not have children between the age of 0 to 15 years or have factors limiting participation, such as lack of time or internet access needed to complete the study.
Procedures
The survey study will be completed using Survey Monkey (SurveyMonkey Inc, 2018). and will consist of ten questions. The survey will include questions asking parents about their perceptions on technology and if they find the technology beneficial to their child’s language development. The survey will also gather data on the types of technology used, which settings it’s used in, how long children spend a day on the device, and further reports on the child’s technology use.
Analysis
The data in this study is going to be collected from the structured questionnaire and the results of the parent’s views on technology and language development will be examined. Once the results of the survey are in, the Statistical package for the social sciences (SPSS) will be used to analyze the data. The SPSS is a statistical analysis software that allows a researcher to better identify trends and draw educated conclusions. The results of the survey study will aid in discussion about the use of technology and its effects on language development.
