Abstract This study examined how parents' reports of children’s technology use in the home varies by a child’s gender or grade level. Framed by technology adoption models, this mixed-method study gathered parent reports of their elementary child’s use of portable technology for entertainment and learning in the home, collected from 120 surveys and 13 individual interviews with survey respondents. Results across the four 2×2 ANOVAs yielded three significant main effects: gender and entertainment devices, gender and entertainment apps, grade level and learning apps. No significant effects were found among any of the interaction variables or within the ANOVA summary for learning devices. Interview data revealed girls are interested in reading with Kindle, whereas parents are reluctant to provide boys with portable technology because of their preference to play games. Strategies are provided for teachers, support specialists, and parents to improve how children use technology. Implications for app developers are suggested.

中文翻译：

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性别和年级对父母的看法与基本儿童便携式技术使用的关系

摘要这项研究调查了父母关于孩子在家中使用技术的报告如何随孩子的性别或年级而变化。在技​​术采用模型的框架下，这项混合方法的研究收集了父母的报告，这些报告涉及120个调查和13个受访者的个人访谈中所涉及的小学孩子在家中使用便携式技术进行娱乐和学习的情况。四个2×2方差分析的结果产生了三个重要的主要影响：性别和娱乐设备，性别和娱乐应用程序，年级水平和学习应用程序。在任何交互变量之间或在学习设备的ANOVA摘要中均未发现重大影响。访谈数据显示，女孩对使用Kindle阅读感兴趣，父母却不愿意为男孩提供便携式技术，因为他们更喜欢玩游戏。为教师，支持专家和父母提供了改善儿童使用技术的策略。建议对应用程序开发人员有影响。