Learning in the Family

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Learning in the FamilyParental Engagement in Children’s Learning with TechnologyKidsOKOnline with the University of HertfordshireSponsored by the Department for Education, UK

© Copyright 2011 Kids OK ONline Limited

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The Context© Copyright 2011 Kids OK ONline Limited

Learning in the Family

Research Context - Focus on the Family

The UK Children’s Plan suggested the next steps for improving children’s lives in the UK must be taken in partnership with parents and children.

This was also manifested in the Government’s £300m Home Access project which provides computers and internet access to families to enhance learning at home.

This research takes a timely look at how 4600 children learn with technology in the context of their families.

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© Copyright 2011 Kids OK Online Limited


Research Context - Children Using Technology

KidsOKOnline (KOKO) has a rare access to a large population of authenticated UK school children aged 6-14

Members of KOKO’s Safe Social Learning Networks, SuperClubsPLUS and GoldStarCafe.

Willing and able research participants, highly motivated and they generally take time to give thoughtful, reliable responses.

So we can research the thinking and behaviour of children, who regularly use ICT in their learning at home and at school.

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Research Context - Children Take Learning Home

Technology enables children to take their learning home.

60% of activity in KOKO’s communities happens at home.

In April 2007, LTScotland independent researched children, teachers and parents in SuperClubsPLUS (SCP):

“The majority of parents said their children used SuperClubsPLUS at home. 56% said SCP was used daily. 44% indicated it was used several times a week.”

So, these children can help us understand how learning with technology happens in the context of the family,.

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Research Context - Parents Collaborate with Children

A very large majority of parents were encouraged by their children’s use of SuperClubsPLUS to collaborate with their children:

“84% of parents said that SuperClubsPLUS raised their child’s attainment and encouraged parents to collaborate with their children on school work.”

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Research Context - What Can We Learn?

This study looks more closely at the nature of this collaboration between parents and children, and we ask:

How do parents engage with children learning with new technology at home?

How can fathers and mothers better support their children’s learning?

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Research Approach

We conducted two online surveys, the first with a sample of 4606 children aged 6 to 14

The second survey went into more depth with a further 2535 children

To understand more about how the family became involved with children’s learning, we then interviewed twelve families.

We present an overview of how the Internet fits in children’s daily lives and how they engage in learning with their families.

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The Children© Copyright 2011 Kids OK Online Limited

Research base

4600 rigorously authenticated children sampled from a population of over 200,000 taken from over 8,000 UK classrooms

Members of SuperClubsPLUS (6-12) and GoldStarCafe (11-14) safe social learning networks

Demographics: broadly representative of UK population in location, gender, ethnicity, religion, social background. – Ipsos Mori

Voluntary online surveys

Telephone interviews

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hLearning in the Family


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SuperClubsPLUS.com – social learning network for primary



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GoldStarCafe.net– social learning network for secondary



Research sample location

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Research respondents gender

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Boys41%

Girls59%

Boys43%Girls

57%

Survey 1 Survey 2


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8%

15%

26%23%

4%

24%

10%

15%

25%

18%

3%

28%

Y3 Y4 Y5 Y6 Y7 Y8

Research respondents age range (year group)


Survey 1 Survey 2


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Key Findings© Copyright 2011 Kids OK Online Limited

It is clear from this research that many children use the Internet at home with their parents.

Their mothers are particularly engaged with their homework and formal learning and take an interest in their online safety.

Fathers join in to a lesser extent but encourage children with the fun aspects and help them with their hobbies.

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Key Findings


Almost all the children surveyed had access to a computer and the Internet at home.

92% said they used a computer or laptop at home.

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Access to technology at home

Computer / laptop

TV

Games console

Hand held device

Mobile phone

Digital TV

0% 25% 50% 75% 100%

39%

58%

65%

65%

73%

92%

Summary: Technology Children use at Home

%Children


Most children had access to handheld devices, games consoles and mobile phones.

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20%

40%

60%

80%

100%

Y3 Y4 Y5 Y6 Y7

62%67%

71%75% 77%

86%90% 92% 93% 93%

Technology at Home - by Age

%C

hild

ren

Computer / laptopTVGames consoleHand held deviceMobile phoneDigital TV



Girls have the edge in use of new technologies at home.

(94%) of girls used a computer or laptop vs. (88%) of boys.

Girls are more likely to watch TV (76% girls; 68% boys) have mobiles (64% girls; 50% boys) and hand held devices (68% girls; 61% boys).

Boys are a little more likely to have games consoles (69% boys; 62% girls).

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Computer / laptop

TV

Games console

Hand held device

Mobile phone

Digital TV

0% 50% 100% 150% 200%

37%

64%

68%

62%

76%

94%

42%

50%

61%

69%

68%

88%

Technology at Home - by Gender

%Children

Boys Girls


Internet access at home

Most children (91%) use a computer or laptop to access the internet at home, with a minority using other devices.

17% use their games console and 15% use a hand held gaming device.

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Computer/laptop

Mobile phone

Games console

Hand held device

Digital TV

No Internet

0% 25% 50% 75% 100%

4%

9%

15%

17%

20%

91%

Internet Access with Devices at Home

%Children



20% of children use their mobile phones to get online

Mobile access increases with age.

Mobile ownership outstrips their use for Internet access.

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0%

20%

40%

60%

80%

Y3 Y4 Y5 Y6 Y7

31%39%

51%

67%74%

15% 15% 18% 22% 25%

Access to the Internet at Home - by Mobile Phone

%C

hild

ren

Access by Mobile Mobile ownershhip



Boys are twice as likely to use their games console to access the Internet. (23% boys; 12% girls).

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Computer/laptop

Mobile phone

Games console

Hand held device

Digital TV

No Internet

0% 50% 100% 150% 200%

3%

7%

12%

12%

19%

94%

5%

12%

19%

23%

21%

88%

Access to the Internet at Home - by Gender

%Children

Boys Girls


What do children use the Internet for?

Children’s chosen Internet activities are mostly for fun and socialization.

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Play games

Community

Emailing

Messaging

Music

Information

Homework

Chat room

0% 25% 50% 75% 100%

17%

26%

26%

27%

28%

35%

42%

42%

27%

34%

35%

36%

36%

40%

49%

54%

Internet Activity - Every Day by Gender

%Children

Boys Girls


How the Internet fits into family life.

On a typical school day, nearly six in ten children say they go online as soon as they come home from school (58%).

Slightly fewer children use the internet after their evening meal (56%).

One in four go online just before they go to bed (24%)

Almost two in ten before school (18%).

Older children are more likely to access the Internet before bedtime but less likely to access before they go to school.

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0%

50%

100%

150%

Before school When I get home After evening meal Just before bed

23%

56%61%

14%

26%51%60%

24%

Internet Use – School Day - by Child’s Gender

%C

hild

ren

Boys Girls


How the Internet fits into family life.

Spending time with the family comes top of the agenda for children during the school week, but the Internet has become a very important part of children’s days.

On a school day, children spend 79 minutes on the Internet and watch TV for 68 minutes. 80% spend up to 30 minutes reading for pleasure. 76% play computer Games for up to 30 minutes. 63% use their phone or mobile for 10 minutes or less.

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FamilyInternet Friends

TVGames

ReadingHomework

Phone

0 65 130 195 26032354556

7780

97138

33364248687279

119

Child-Minutes

Weekdays Weekends & Holidays

Children’s Activity - Aggregated TimeWeekdays vs Weekends & Holidays


Family supervision

When children use the internet at home, the majority say that someone else is in the room with them (63%).

Most children are supervised by their mothers (44%), followed by father (35%) and siblings (25%).

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Mum

Dad

Nobody

Brother

Sister

0% 10% 20% 30% 40% 50%

25%

26%

35%

35%

44%

Supervision - Who is in the room?

%Children

Mum56%

Dad44%

Supervising Parent - Gender


Family supervision

For all age groups, Mum is more likely to be in the room than Dad.

Parent supervision drops a little as children get older, but still almost half the children have Mum on hand when they’re on the Internet.

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0%

15%

30%

45%

60%

Y3 Y4 Y5 Y6 Y7

39% 39%35% 36% 33%

49% 51%44% 44% 45%

Internet Access - Mother’s Supervision

%C

hild

ren

Age by Year Group

Mum Dad


Family supervision

Girls are generally more likely to be supervised by both Mum and Dad.

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Mum

Dad

0% 30% 60% 90%

39%

49%

31%

38%

Supervising Parent - by Child’s Gender

%Children

Boys Girls


Family supervision

Nearly half the children use the internet in a communal family space (49%), but one third use it in their own bedrooms (30%).

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Living/lounge dining/kitchen

My bedroom

Study home-office

Move around (laptop)

Parents' bedroom

Sibling’s bedroom

Hallway/landing

No Internet0% 25% 50%

3%

10%

10%

10%

21%

29%

30%

49%

Location of Internet Access

%Children


Family supervision

Of those who use the Internet in the privacy of their own bedrooms, 53% are boys and 47% are girls.

As children get older they are more likely to access the Internet in their own private space.

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Girls47%Boys

53%

Private Bedroom Access - by Gender

15%

20%

25%

30%

35%

40%

Y3 Y4 Y5 Y6 Y7

26% 27%29%

31%

36%

Internet Access - My Bedroom

%C

hild

ren

Age by Year Group


Family engagement

Most of the children (55%) who had the Internet at home said they did get help from their families.

43% including more boys and older children claim nobody helped them.

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Parents

Siblings

Uncles & aunts

Cousins

Grandparents

Neighbours

0% 20% 40% 60% 80%

9%16%17%18%

36%77%

Who Helps Children? - Family Closeness

%Children


Family engagement

Mothers are more likely to help than fathers.

Of those who get help from parents, 53% are helped by Mum and 47% by Dad.

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Mum53%

Dad47%

Who Helps the Children - Mum or Dad?

Mum

Dad

0% 20% 40% 60% 80%

33%

35%

37%

41%

The Helping Parent - by Child’s Gender

%Children

Boys Girls


Family engagement

The majority of children (about 8 in 10) help other family members use the Internet.

They mostly help Mum and Dad, then siblings, grandparents, other family members and neighbours.

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Parents

Siblings

Grandparents

Cousins

Uncles & aunts

Neighbours

0% 30% 60% 90%

13%

18%

25%

48%

56%

81%

Who do children help - Family Closeness

%Children


Family engagement

59% of Mums get help compared with 41% of Dads.

Overall mothers are more likely than fathers to engage with their children when they use the Internet.

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Mum59%

Dad41%

Which Parents do Children Help?

Mum

Dad

0% 25% 50% 75% 100%

36%

51%

30%

42%

Parent Helped - by Child’s Gender

%Children

Boys Girls


Family engagement

Becta’s Harnessing Technology Review 2008 suggests “There is relatively little evidence to date on the use of technology to support family learning”.

But there does seem to be strong evidence that, at least for members of these social learning communities, children and parents help each other and learn together.

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How do parents help?

Parents are most likely to help with technical problems on the computer and with using the internet for formal learning and homework).

Three quarters of children (77%) ask their parents for help with using the internet for homework while only 42% ask parents for help with fun activities.

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Technical problem

Internet for homework

Internet for information

Computer for homework

Internet to learn

CD-Rom to learn

Games console

Computer for fun

Internet for fun

0% 30% 60% 90%

15%

15%

17%

19%

24%

25%

25%

27%

28%

7%

8%

12%

15%

10%

9%

12%

9%

32%

16%

16%

15%

20%

23%

26%

24%

30%

21%

Which parent gets involved? A

%Children

Mum Dad Both


Which parent helps - Homework

When using the internet at home to do homework, 3 in 4 children say they ask their parents for help (77%).

Of those that ask for help, 28% say they ask both parents equally.

For those that ask one parent, it’s more likely to be Mum (26%) than Dad (9%).

If we look at those who ask both but prefer Mum over Dad and add those who want Mum only, Mums are twice as popular as helpers with 50% choosing Mum versus 22% choosing dad.

Younger children (Y3) tend to ask their mothers only more for help than both parents equally.

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Equal28%

Mum more26%

Mum24%

Dad more13%

Dad9%

Parent helping with Internet for Homework


Which parent helps - Fun

When they use the internet for fun, the majority of children don’t ask their parents for help (58%).

Of the 42% that do, 27% of children say they ask both parents equally - the same as for using the internet for homework (see table on previous page).

Similarly most children prefer help from Mum (43%) rather than Dad (30%), although Dad was more welcome to help with fun activities than he was with homework activities.

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Equal27%

Mum more20%

Mum23%

Dad more14%Dad

16%

Parent helping with Internet for Fun



Parents who do help become closely involved with their children’s internet use.

83% of parents who help, check what their children do online.

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Ask what I'm doingHelp me

Explain thingsAnswer my questions

Check my work afterwardsTalk to me about what I'm doing

Praise or encourage meKeep an eye on what I'm doingCheck what games I'm playing

Stay in the same roomCheck the computer afterwards

Use the internet with meTalk to me afterwards about what I did

Sit with meGet annoyed with me asking questions or for help

Get annoyed with me using computer or internet

0% 30% 60% 90%14%15%

19%23%22%

21%26%

28%28%33%28%30%

41%38%40%

43%

6%6%

8%7%9%12%8%

10%9%

8%10%8%

10%13%13%

8%

14%15%18%19%18%19%21%20%21%

18%23%24%

21%22%22%

32%

Which parent gets involved?

%ChildrenMum Dad Both



75% of parents who help explain things and 72% answer children’s questions.

61% talk to the child about what he or she is doing.

59% praise or encourage the child when using the internet.

52% check their children’s computer history.

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0% 30% 60% 90%14%15%

19%23%22%

21%26%

28%28%33%28%30%

41%38%40%

43%

6%6%

8%7%9%12%8%

10%9%

8%10%8%

10%13%13%

8%

14%15%18%19%18%19%21%20%21%

18%23%24%

21%22%22%

32%





Children report, just over one third of parents get irritated with their children for staying on the internet too long or for asking questions.

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0% 30% 60% 90%14%15%

19%23%22%

21%26%

28%28%33%28%30%

41%38%40%

43%

6%6%

8%7%9%12%8%

10%9%

8%10%8%

10%13%13%

8%

14%15%18%19%18%19%21%20%21%

18%23%24%

21%22%22%

32%




Mothers take the lead

Overall, mothers are more likely than fathers to engage with their children using new technologies especially when it comes to formal learning or research.

Fathers are more engaged with solving technical problems and with fun activities.

Mums are twice as popular as helpers with 50% of children choosing Mum to help, versus 22% choosing dad.

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Equal28%

Mum more26%

Mum24%

Dad more13%

Dad9%

Parent helping with Internet for Homework

Equal27%

Mum more20%

Mum23%

Dad more14%

Dad16%

Parent helping with Internet for Fun



The mothers were the mostly experienced and capable computer and Internet users.

Half the families in the interview sample reported that the mother used the computer and the Internet most.

The mother and the child were equally likely to be the computer and Internet expert in the family, ahead of the fathers and siblings.

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Sibling8%

Father25%

Child33%

Mother33%

Who is the Computer & Internet Expert?



We asked for what the mothers mostly used the Internet.

The most popular use was keeping in touch with friends and family by email, instant message and Skype.

Three quarters of the mothers used the Internet for online shopping.

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Posting own content (eg photos videos blogs)

Watching videos

Check what's going on in the local area

Listening to/ downloading music

Studying

Reading the news/ sport

Searching for information other than for work

Planning/ booking holidays

For work

Online shopping

Keeping in touch with friends and family

0% 30% 60% 90%

83%75%

58%58%58%

33%33%

25%25%

17%8%

Mother’s use of the Internet

% Mothers



Just over half the mothers used the Internet for work, searching for information and booking holidays.

Overall most of their usage was for communication and consumption. Only one mother said she posted her own content (E.g. photos, videos or blogs).

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Posting own content (eg photos videos blogs)

Watching videos

Check what's going on in the local area

Listening to/ downloading music

Studying

Reading the news/ sport

Searching for information other than for work

Planning/ booking holidays

For work

Online shopping

Keeping in touch with friends and family

0% 30% 60% 90%

83%75%

58%58%58%

33%33%

25%25%

17%8%

Mother’s use of the Internet

% Mothers


What do children learn from parents?

Children say their parents help them learn a huge range of skills: how to type faster. how to prepare presentations, spreadsheets or use programmes such as Word or Paint.

They report learning specific skills like copying and pasting. using email, playing online or computer games, using SuperClubsPLUS or GoldStarCafe, downloading and uploading content.

They learn how to do homework or projects for school and they learn about online safety.

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Keeping children safe online

In all the families interviewed, the parents restricted the child’s Internet access – half of them through direct supervision and a quarter each by restricting the sites children visit or by using site-blocking software.

Three quarters of the mothers said they knew mostly everything that their children did on the Internet.

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Commitment to learning

All the parents interviewed thought it was important to help children with the internet because of its relevance in society.

They also saw it as an vital learning tool.

Some parents stressed that the internet is only one among many things they help their children with, and they see helping children learn as an essential aspect of parenting.

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Improving parental engagement

40% of children surveyed wanted to see an improvement in parental involvement.

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More time to help me

Know more about computers or the internet

Explain things better

More interest in my homework or what I do

Dad doesn't help but I don't mind

I wish my mum would help more

I wish my dad would help more

0% 30% 60% 90%

11%12%

17%17%

21%21%

84%

Improving parents help with the Internet

%Children



The majority of children who wanted improvement said they’d like their parents to have more time to help (84%). About half (52%) said it would help if parents knew more about computers or the Internet.

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0% 30% 60% 90%

11%12%

17%17%

21%21%

84%


%Children



Many of the parents who were interviewed said they would like to learn more through online courses, through the television or through their school or local college.

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0% 30% 60% 90%

11%12%

17%17%

21%21%

84%


%Children


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Parents & Children Talking© Copyright 2011 Kids OK Online Limited

Working at the Internet together

“I help him searching on Google, we will search together.

I will be with him when he is doing his homework in the same room and ask him all the time what he is doing.

He generally knows where he can and can’t go.

We play the games together, but apart from that he knows how to work it better than me. - Mother of Joe, Year 5

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54© Copyright 2011 Kids OK Online Limited


“He uses the xbox 360 and chats with friends remotely. He would have the internet on at the same time looking for cheats. He would have half an hour's homework each day about 6.30-7.00, but it doesn't always involve the internet.” – Mother

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“It's important to teach skills of how to use the computer and internet efficiently as it's an essential tool in today's society and education system.

Teaching internet safety is increasingly important as they get older and become more independent in their use of the internet, especially when peer pressure to join unsafe social networking sites arises.” – Mother

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“My dad teaches me how to use microsoft powerpoint/excel/word etc. and emails because he knows a lot about that because of his job. He taught me lots of things in excel and also some shortcuts because he does a lot of spreadsheets at work and home.

Me and my dad play a game online called Runescape, and he taught me a new way to train and make money on it.

Mum helped me on the internet when I was researching for my money, money, money topic. She helped me because she explained all the information and helped me to understand it.” – Jack

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“You can always self-help, can't you? You just go on and start exploring. Some people are scared of technology. I've seen programmes on TV, especially these abbreviations that the child uses. If they're talking in chat rooms there's certain abbreviations, like 'parent over shoulder' POS... makes you more aware of what's going on. If they don't want you to see something, they'll either minimize it quick or put something like that.” – Mother

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“She would go on GoldStarCafe first when she gets in from school - 3.30-4.30. She often does sports. Once or twice she would like to look things up, shopping and things. She goes onto swim shops and looks online for different items.

She will look up things for homework for school, maybe once a week, but it depends on how often she is set homework. She does a lot of making invitations for birthdays, Barbeques, and prints them off.” – Mother

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“Mum helps me with loads of things. She tells me about not giving personal details out, she will help me download pictures from the digital camera to the computer, or help with searching on Google.” – Lauren

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“Her dad works long days, so [he doesn’t help] as often. They would go on Ebay for pursuing hobbies and collectibles.” – Mother

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“A few months ago, i had a French test at school, so my mum sat with me and searched the internet for a good French website for kids. She wrote down all the main words and phrases to remember, then she tested me on it. I passed my test with flying colours, and I think it was all because of her help.” - Lauren

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“Her geography homework was to find five places in the world that are special to her, say why they are special and research facts about them. I helped her find suitable facts on Wikipedia, she then took the pictures and facts and pasted them into Word. I helped with sending it over the home network to the printer. – Mother

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“It's important that they are supervised in a controlled environment and safeguarded from accessing any inappropriate sites. Getting involved and doing things together enriches a child's learning. Safety online is also important.

If she is just using SuperClubsPLUS, she doesn't need any help, it's just other areas of the internet. Her skills are already better than mine, so I would like to be able to keep up. I trust her at the moment, but I’m not sure I will when she's a teenager. At the moment I think I give her enough help, but I would like to do more in the future.” – Mother

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“Run course so parents can increase their confidence, … a meeting just to show the parents what the children can do [on the internet]. Parents don't realize how capable children are.” - Mother

“Knowing more about sites and security features, signs and what they mean. Things to look for - warning signs associated with unsafe sites. A home-based learning package would help as I have no childcare and can’t attend courses.” – Mother

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Parents & Children Talking© Copyright 2011 Kids OK Online Limited

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Challenges for Policy & Provision Need to know more

In-depth online studies of children’s learning behaviour at home and at school

Profiles of individual children’s online learning behaviour and experience over significant period

Compare home and school, parent and teacher

In-depth field studies of child - parent interaction around learning with technology to identify how to optimize the learning and social experience for child and parent

How does parent-child learning interaction vary with social class and ethnicity?

What support do parents need?

How could support be delivered at point of need?


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Challenges for Policy & Provision

Kids take the lead

Know more than parents

Calculus and periodic table = interesting

New opportunity for true family learning

Family learning activities

Family tree

Family history

Family calender


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Expect non-sequential learning

Led by Curiosity and Need for Competence

In-Time learning

On-Need learning

Global by default

Global communities of connected independent learners

Global availability of experts Best Teachers in the World

Opportunity for intercultural & interpersonal understanding

Global interdependence - political, economic, social, environmental

Eye witnesses sharing experiences as they happen

Kenya civil war

Australian bush fires


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Internet Safety - Opportunities and Risks

Need for family Internet education

In school

On TV

Through practice


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Credits

Becta Sponsored the research project

Robert Hart-Fletcher, Director of Research for KidsOKOnline, lead the research initiative.

Professor Karen Pine, Professor of Developmental Psychology, School of Psychology, University of Hertfordshire, contributed to research design.

Dr. Magdelena Bober - Research Consultant, contributed to research design, analysis and reporting.


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Learning in the FamilyParental Engagement in Children’s Learning with TechnologyKidsOKOnline with the University of HertfordshireSponsored by Becta
