Parents' beliefs about and associations to their elementary children's home technology usage.

This study sought to gather information through a survey of how newcomer parents' beliefs about technology usage and how they engage with technology as they support their children with twenty-first century literacies. Parent respondents ( = 70) were drawn from two publicly funded schools in the Niagara Region, Ontario, Canada, where the population tends to be immigrant, visible minority, with post-secondary education, but unemployed and low income. Descriptive statistics quantified daily technology activities as being communication-oriented with the majority of parents holding distinct beliefs about the amount and type of their children's technology usage.