Mothers, Learning, and Technology
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If some of us grew up in Madonna’s “material world,” it’s clear that we all now live in a digital world. Technology permeates our daily lives. How do mothers interact with this world, and especially, how do they interact with it for learning purposes? What types of technology do mothers prefer to use for learning?
In this series I’m exploring mothers as learners. In the first post, I described characteristics of mothers as learners. In the second post, I discussed ways that learning experiences can be structured to best meet the needs of learning mothers. In the third post, I asked why and what mothers are learning. In today’s post, I’m examining the interactions between mothers, learning, and technology. Specifically, how do mothers use technology to learn, and how might technology be harnessed to enhance mothers’ ability and success in learning?
Photo by Christina @ wocintechchat.com on Unsplash
How mothers interact with technology for learning purposes partially depends on what type of learning—formal or informal—mothers are engaging in. Formal learning typically occurs in institutional spaces such as schools or workplaces and often results in some kind of certification or degree (though online microcredentialing programs, such as through Udacity or Coursera, blur this line somewhat). Informal learning occurs in community spaces or interactions—from a friend, at a museum or, online, in a space like YouTube—and doesn’t usually result in any type of certification or degree. Informal learning can be planned or unplanned.
Mothers also participate in learning communities online—often with other mothers. Unsurprisingly, much of what they learn about from other mothers is about parenting. In particular phases or circumstances of parenting, mothers may also seek out these informal learning communities more. For example, new moms often use social media, including private groups on social media, to find support and gather information that helps them navigate the transition to parenthood (Cesar et al, 2018; Duggan et al, 2015). They may also seek information online related to their own health through and after pregnancy, and to better understand their infant’s health and milestones, and some studies have shown that technology can be harnessed to educate mothers on such health topics in the post-partum period (Huq et al, 2014; Shorey & Ng, 2019).
Photo by Alex Knight on Unsplash
social media
According to the Pew Research Center’s report on Parents and Social Media parents are more likely to use Facebook than non-parents (Duggan et al, 2015). (Non-parents, in contrast, are more likely to use Instagram.) Both fathers and mothers are active on social media, but there appear to be some differences in preferences.
93% of Moms use some kind of social media (DeCesare, 2022). Per the Pew Research Center Report, mothers are more likely to give and receive social support on social media by seeking or sharing information, including information about their feelings, and responding to news from others in their community. Mothers are also more likely than fathers to seek information on social media.
Mothers’ social media uses differ from fathers’ in the following ways:
Facebook
Mothers 81%
Fathers 66%
Pinterest
Mothers 40%
Fathers 15%
LinkedIn
Mothers 24%
Fathers 32%
Instagram
Mothers 30%
Fathers 19%
Twitter
Mothers 19%
Fathers 27%
As the statistics above reveal, mothers are most likely to use Facebook, followed respectively by Pinterest, Instagram, and LinkedIn. (Fathers, by contrast use Facebook, LinkedIn, Twitter, then Instagram.) Although not included in the Pew report, YouTube is another huge vehicle for learning. According to Google Marketing, fathers are more likely to use YouTube to learn about parenting than mothers are. Half of YouTube users say that the site is very important for helping them figure out how to do things they’ve never done before (Smith, Toor & Van Kessell, 2018) and this is particularly true of mothers: According to a 2015 Google article, mothers’ top two reasons for viewing YouTube videos is for DIY and how-to knowledge (Stanford, 2015). (I can attest to this: Just off the top of my head, I’ve used YouTube to research how to fix jewelry, fix a toilet, give a home haircut, and do all kinds of things with unfamiliar software packages.) Thus, YouTube can be a vehicle for women’s learning about a range of topics, including fields like technology, where women remain underrepresented.
Photo by Vitolda Klein on Unsplash
Information Communication Technology
Moms are heavy users of information and communication technology, or ICT. Some of this probably relates to the fact that, as Hayes and Flannery (2000) wrote, women are connected learners. Mothers also do much of the interpersonal work in families—Christmas cards, teacher gifts, birthdays. Among various ICT, mothers seem to have a particularly close relationship to their phones. According to “The Research Moms” 98% of U.S. moms own a smartphone and 86% of moms access the Internet using their cell phones (DeCesare, 2022). It follows that moms are often using cell phones for learning purposes—formal and informal—and that the delivery and design of learning experiences should take this format into account. According to Edutopia, use of smartphone apps and texting has also improved parent engagement in their children’s learning among traditionally underrepresented groups (Minero, 2017).
The multifunctionality of smartphones (phone, calendar, alarm, Internet access, email sender, video entertainment center, camera) and the small size, portability, and one-handed or hands-free nature of cell phones may also contribute to their widespread use among mothers, but more research is needed into this topic. Jones, Scanlon, & Clough (2012) note that mobile technologies can offer authentic, personalised learning experiences that support choice and learner control and may help bridge formal and informal learning settings. Whatever the reasons, research has shown that mothers use cell phones to foster their own learning and development, and that of their children (Huq et al, 2014; Shorey & Ng, 2019; Velicu, Barbovschi, & Rotaru, 2022)
Photo by Jeff Sheldon on Unsplash
What counts as “technology”?
As discussed in the first and third posts of this series on Mothers’ Learning, mothers are managing roles not just as learners but as parents, partners, workers, citizens, and so on. Typically, they’re also shouldering a disproportionate amount of the logistical and domestic tasks associated with caregiving (Craig & Mullan, 2011; Craig & Powell, 2011; Pepin, Sayer & Casper, 2018). While we traditionally think of technology in somewhat masculine terms (weapons, computers, self-driving cars), technology actually has a much more holistic definition (Wajcman, 2009). Technology refers to tools, processes, and artifacts that help us perform tasks. For many mothers, their interactions with technology span a spectrum of products and services—from learning technologies to technologies in their professional fields to technologies for the maintenance of the home, the schedule, and, increasingly, care of children. (For example, 80% of parents of children under 11 years old reported that their children watch YouTube for entertainment (Auxier et al, 2020)).
Dear robot vacuum, How I love thee. Let me count the ways. (Photo by Denny Müller on Unsplash)
Technology & online learning in Formal Learning Settings
Vesely, Bloom & Sherlock (2007) examined student and faculty perceptions of online learning and offered several key ingredients for successful online formal learning programs, including: instructor modeling of community participation, regular and relevant feedback, appropriate instructional design for the online environment, and providing opportunities for relationship-building with instructors and classmates.
Older learners—the average U.S. mother is 41 years old (DeCesare, 2022)—may have less comfort with learning technologies, and may have been out of school longer, challenging their perceptions of themselves as students. Finally, given historically gendered notions of technology (Wajcman, 2009), women (and by proxy, mothers) may feel less confident with technology, less adept at troubleshooting, and less comfortable asking for assistance in using course-related technologies. Providing technological support—in the form of IT personnel, introductory tutorials, explanatory materials, FAQs, and being available as an instructor to help students with technology issues—can all improve learning success for mothers in formal settings. In contrast, younger parents may be well versed in a variety of technologies—surpassing instructors’ abilities—so opportunities for younger learners to share their expertise may be beneficial to all.
According to the report Women and Online Learning, men and women share top reasons for seeking education online: flexibility, high-quality instruction, and lack of other in-person alternatives (International Finance Corporation, n.d.). However, mothers are more likely to also cite mobility, safety, and family responsibilities as reasons for seeking online learning. They are also more likely to favor learning activities that build community, including blended learning options. Recommendations for enhancing access to online learning for women (and mothers) include: providing childcare options, offering flexible scheduling and assignment deadlines, credential stacking, offering programs and funding for career paths where women are underrepresented, and fostering community in courses and educational spaces. Other considerations may be important to maintain safety, including addressing privacy, data security, and online harassment issues, as well as in-person safety considerations (like late-night parking) for in-person experiences.
My Favorite Technologies for Learning
Mothers interact with technology in myriad ways for their own learning and that of their children. More research is needed to better understand the ways in which mothers use technology to support learning, where technology is serving them well, and where it is falling short. In the next post, I’ll discuss how supporting mothers’ learning has benefits for their children.
But before I go…I thought I’d close this post by sharing some technologies that have supported me in my learning, and my journey as a mother-learner:
Zoom - hands down, this is number one. There’s likely no way I could have pursued my PhD without the pandemic-related transition of so many courses to an online format, most of which has occurred through Zoom. I’ve also collected data using Zoom (and likely will do so much more as I approach dissertation writing). Because I’m typically interviewing busy mothers, Zoom works well for them too.
@Voice Aloud Reader - this is a PDF reading app. The voice is somewhat robotic, but I’ve tried paid apps with more bells and whistles and found that they don’t work nearly as well (lots of lag time) and this one is FREE! I use it mostly to listen to articles when I’m either driving to and from classes or my eyes just can’t take it any more.
Evernote - I’ve written about this app before. I used it often as a professor, and I use it similarly now as a PhD student. My main use is to dictate text—such as for papers—when my hands or eyes are too tired to do it on the laptop or when I’m not in front of a computer (walking or driving) but still need to get work done. Also FREE!
Eufy - No, this is not a learning app, but if there is one piece of technology that helps me balance work and motherhood by actually reducing my workload, it is my robot vacuum. The Eufy brand is far less expensive than Roomba and works well in our pet-hair-heavy house. If there was a Technomama award with, like, a trophy, this piece of technology would receive it, and the trophy would have a little gold robot vacuum on top.
R and RStudio - To be honest, my relationship with R is a little tumultuous—mostly because I’m not yet worthy. Learning R has been challenging, gratifying, and humbling. I still have faaaaarrrr more to learn, but R makes the list because it does, like, everything. You can write papers, books, make Websites, do traditional statistical analysis, do all kinds of fancy learning analytics (text mining, machine learning, social network analysis, you name it)…it probably could also vacuum my house, I just haven’t figured out that package yet.
Atlas.ti - Another software package I am learning, but the options here for qualitative analysis are so very cool. With Atlas.ti, you can analyze documents, interview transcripts, video, and images. Other similar programs that I’ve heard good things about include: NVivo and Dedoose
Zotero - Free, open-source citation manager. Zotero can manage your citations, create bibliographies, store documents, and more.
Google Calendar - for remembering ALL THE THINGS
And, so ubiquitous I almost forgot them…my laptop and my smartphone…though I confess, I think our relationship could use a little space once this semester is over ;) (Funny story, after writing this my laptop QUIT on LIFE for about an hour…I think I need to buy it flowers. Sorry laptop, it’s not you, it’s me.)
What technology helps you learn? What technology helps your kids learn? Does technology ever interfere with your learning or your kids’ learning? How could technology help you grow and learn better? Leave a comment and share your brilliance!
References
Auxier, B., Anderson, M., Perrin, A., Turner, E. (JULY 28, 2020). Parental views about YouTube. Pew Research Center. https://www.pewresearch.org/internet/2020/07/28/parental-views-about-youtube
César, F., Costa, P., Oliveira, A., & Fontaine, A. M. (2018). "To suffer in paradise": Feelings mothers share on Portuguese Facebook sites. Frontiers in Psychology, 9, 1797-1797. https://doi.org/10.3389/fpsyg.2018.01797
Craig L, Mullan K. (2011) How mothers and fathers share childcare: A cross-national time-use comparison. Am Sociol Rev. 2011;76(6):834-861.
Craig, L., Powell, A. (2011). Non-standard work schedules, work-family balance and the gendered division of childcare. Work, Employment and Society, 25(2), 274–291. https://doi.org/10.1177/0950017011398894
DeCesare, M. (May 5, 2022). The research moms: Moms and media 2022. Edison Research. https://www.edisonresearch.com/theresearchmoms/
Duggan, M., Lenhart, A., Lampe, C., Ellison, N. B. (July 16, 2015). Parents and social media. Pew Research Center. https://www.pewresearch.org/internet/2015/07/16/parents-and-social-media/
Google/Ipsos Connect. (September, 2016). YouTube human stories: Millennial parents. https://www.thinkwithgoogle.com/marketing-strategies/video/how-parents-use-youtube/
Huq, N. L., Azmi, A. J., Quaiyum, M. A., & Hossain, S. (2014). Toll free mobile communication: Overcoming barriers in maternal and neonatal emergencies in rural Bangladesh. Reproductive Health, 11(1), 1-12. https://doi.org/10.1186/1742-4755-11-52
International Finance Corporation. (n.d.) Executive summary: Women and online learning. Retrieved from https://www.ifc.org/wps/wcm/connect/21f958d2-d1dd-47e5-a631-2de63c409eec/Executive+Summary_Women+and+Online+Learning+in+Emerging+Markets.pdf?MOD=AJPERES&CVID=o7uNTcv
Jones, A. C., Scanlon, E., & Clough, G. (2013). Mobile learning: Two case studies of supporting inquiry learning in informal and semiformal settings. Computers and Education, 61, 21-32. https://doi.org/10.1016/j.compedu.2012.08.008
Minero, E. (November 22, 2017). Parent engagement in the digital age. Edutopia. https://www.edutopia.org/article/parent-engagement-digital-age/
Pepin, J.R., Sayer, L.C. & Casper, L.M. (2018). Marital status and mothers’ time use: Childcare, housework, leisure, and sleep. Demography. 55, 107–133. https://doi-org.prox.lib.ncsu.edu/10.1007/s13524-018-0647-x
Shorey, S., & Ng, E. D. (2019). Evaluation of mothers' perceptions of a technology-based supportive educational parenting program (part 2): Qualitative study. Journal of Medical Internet Research, 21(2), 1-41. https://doi.org/10.2196/11065
Smith, A., Toor, S., Van Kessel, P. (November 7, 2018). Many turn to YouTube for children’s content, news, how-to lessons. Pew Research Center. https://www.pewresearch.org/internet/2018/11/07/many-turn-to-youtube-for-childrens-content-news-how-to-lessons/
Stanford, K. (2015). How moms use YouTube videos: New trends and insights. Retrieved from https://www.thinkwithgoogle.com/marketing-strategies/video/how-moms-use-youtube-videos-new-trends-and-insights/
Velicu, A., Barbovschi, M., & Rotaru, I. (2022). Socially isolated and digitally excluded. A qualitative exploratory study of the lives of roma teenage mothers during the COVID-19 lockdown. Technology in Society, 68, 1-10. https://doi.org/10.1016/j.techsoc.2022.101861
Vesely, P., Bloom, L., Sherlock, J. (2007) Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching. 3(3), 1-15. Retrieved from https://jolt.merlot.org/vol3no3/vesely.pdf
Wajcman, J. (2009). Feminist theories of technology. Cambridge Journal of Economics. 34, 143–152. doi:10.1093/cje/ben057
