EDUC 6809 Weekly Reading # 6 Chapter 4 Families

                       

            

Two of the most surprising concepts I read in Chapter 4 are: (1) parents and adults’ attitudes in relation to new media is a reflection of their own personal interests, motivation, and beliefs about parenting (2) class dynamics, working class parents use more of a hands-off approach than their middle class counterparts. In reference to concept one, personally I believe my husband I exposed our son to our media interests, and what we thought would be of educational benefit beginning at a very early age.  As he grew older, the separation began and we continued to push. But he pushed back to take ownership of his preferences. In relation to concept two, my parenting falls into both categories. However, I lean more to the hands off approach.   I find it intriguing how parents decide where to place technology, and the decision is usually based on socioeconomic class, geographic location, and even religious background. This chapter really makes you think about your students’ homes and how they fit into the categories of access to technology, and house rules for technology.  As an educator and parent, it’s enlightening to think about the dynamics that structure the regulation, restriction, and encouragement of new media with families. 

During my childhood, media devices were small in number.  I grew up in a large family and during my teens, (1970’s) we had two televisions. The t.v. is where we congregated in the evenings for family time.  We weren’t allowed to have the t.v. on during dinner, and when mom got fed up listening to the t.v., she sent us out to play.  However, we usually were outside, instead of in. I do remember getting an Atari and playing pong for the first time, whew, we were something!  The Atari was set up in a common room for all to use.  As an adult, and mom to one son, we are very open with media devices and their uses.  Our first computer was set up in our family room, and there is still a computer there.  My son carries a laptop to different areas of the house. His game stations are in the family room, and his bedroom.  We have never really set limits to his time spent using media, but we encourage physical activity and conversation during meals. I was able to make a correlation between the reading and fathers playing video games.  Even though I enjoy some video games, my husband and son spent numerous hours playing games together.  It is funny how they still talk about specific games and the time spent trying to master a game.
I believe to help close the gap between parents and children we need to provide opportunities for formal and informal engagement with media.  Maybe we should be designing community activities that involve parents in particular lessons, activities and projects?  The collaborative activities might help parents and children understand each other in terms of today's teens and adults use of media in the context of their culture. "However, we also chronicled many instances of parents and kids coming together around new new media, even for media production." (pg. 192, chapter 4)