Parenting in a Pandemic: Juggling Multiple Roles and Managing Technology Use in Family Life During COVID-19 in the United States
Parenting in a Pandemic: Juggling Multiple Roles and Managing Technology Use in Family Life During COVID-19 in the United States
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流行病中的养育子女：在美国 COVID-19 期间兼顾多重角色并管理家庭生活中的技术使用
DOI：
10.1145/3479546
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发表时间：
2021
影响因子：
--
通讯作者：
Kientz, Julie A.
中科院分区：
文献类型：
--
作者：
Michelson, Rebecca;DeWitt, Akeiylah;Nagar, Ria;Hiniker, Alexis;Yip, Jason;Munson, Sean A.;Kientz, Julie A.
COVID-19疫情颠覆了有幼儿的家庭的生活，因为学校关闭和社交距离要求使照顾者难以促进教育体验、维持社会联系和确保财务稳定。考虑到家庭越来越依赖技术来生存，这项研究记录了父母适应技术巨大作用的生活经历，以及与COVID-19大流行相关的家庭生活的其他变化。在这篇论文中，我们描述了一项为期10周的研究，在美国招募了30个有3至13岁儿童的家庭，使用异步远程社区（ARC）方法来1）了解家庭在家中适应技术以应对大流行时所面临的好处和挑战，2）通过共同设计来构思这些经验的改进。我们发现，在学校、工作场所和社区的基础设施支持方面存在差距，家长们深感焦虑，并承担了新的角色，包括技术支持、学校管理者和为孩子举办有意义活动的策展人。家长们分享了大胆和创造性的基于技术的解决方案，以改善家庭福祉、学校教育经验、社会生活等，他们展示了自己为新的学习和家庭生活模式做出贡献的能力。我们的研究结果是CSCW研究人员，设计师和以家庭为中心的从业者与学习社区合作，将家长，教师和技术经验纳入他们的学术和社区规划的行动呼吁。
The COVID-19 pandemic upended the lives of families with young children as school closures and social distancing requirements left caregivers struggling to facilitate educational experiences, maintain social connections, and ensure financial stability. Considering families' increased reliance on technology to survive, this research documents parents' lived experiences adapting to technology's outsized role alongside other shifts in family life associated with the COVID-19 pandemic. In this paper, we describe a 10-week study with 30 enrolled families with children aged 3 to 13 in the United States using the asynchronous remote communities (ARC) methodology to 1) understand the benefits and challenges faced by families as they adapted technology at home to navigate the pandemic, and 2) to ideate improvements to those experiences through co-design. We found that amidst gaps in infrastructural support from schools, workplaces, and communities, parents experienced deep anxiety and took on new roles, including tech support, school administrator, and curator of meaningful activities for their children. As parents shared bold and creative technology-based solutions for improving family well-being, schooling experiences, social life, and beyond, they demonstrated their capacity to contribute to new models of learning and family life. Our findings are a call to action for CSCW researchers, designers, and family-focused practitioners to work with learning communities that incorporate parent, teacher, and technology experiences in their academic and community planning.
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