Social Media Technologies for Collaboration and Communication: Perceptions of Childcare Professionals and Families

Abstract

THE PRIMARY AIM OF the study was to develop an understanding of how social media technologies, such as Web 2.0, can be used to facilitate collaboration and communication between childcare professionals and families of young children. Participants involved in this project were selected from three childcare centres and included two centre directors, seven childcare workers, and eight parents of children attending one of the three centres1. Semi-structured individual interviews (n = 17) were conducted by the two researchers. Results confirmed differing perspectives about the value of using social media for collaboration and communication between families and early childhood professionals. This paper discusses participants' perceptions of influential factors in adopting social media.

Get full access to this article

View all access options for this article.

References

Beattie

(2011). What is the difference between social media and Web 2.0? Retrieved 23 November 2012, from www.techopedia.com/2/27884/internet/social-media/what-is-the-difference-between-social-media-and-web-20.

Bertot

J.C.

, Jaeger

P.T.

, & Hansen

(2012). The impact of polices on government social media usage: Issues, challenges, and recommendations. Government Information Quarterly, 29(1), 30–40. doi: 10.1016/j.giq.2011.04.004

Blue-Banning

, Summers

J. A.

, Frankland

H. C.

, Lord Nelson

, & Beegle

(2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional children, 70(2), 167–184. Retrieved 23 November 2012, from www.questia.com/library/p367/exceptional-children.

Cheung

K. H.

, Yip

K. Y.

, Townsend

J. P.

, & Scotch

(2008). HCLS 2.0/3.0: Health care and life sciences data mashup using Web 2.0/3.0. Journal of Biomedical Informatics, 41, 694. doi: 10.1016/j.jbi.2008.04.001

Creswell

(2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th edn). New Jersey: Pearson.

Department of Education and Early Childhood Development (DEECD). (2010). Connecting people: Digital learning platforms Research Series Paper No.2 (pp. 1–52). East Melbourne, VIC: Author. Retrieved 27 November 2012, from www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/ConnectingPeopleFinalforWeb.pdf.

Dinh

A. K.

(2011). Privacy and security of social media in health care. Journal of Health Care Compliance, January–February, 45–72. Retrieved 23 November 2012, from www.mendeley.com/catalog/social-networking-applications-health-care-threats-privacy-security-health-information-7/.

Elefant

(2011). The “power” of social media: Legal issues & best practices for utilities engaging social media. Energy Law Journal, 32(1), 1–56. Retrieved 29 January 2013, from http://ezproxy.utas.edu.au/login?url=http://search.proquest.com/docview/869071042?accountid=14245.

Holt

(2011). Emerging technologies: Web 2.0. Health Information Management Journal, 40(1), 33-35. Retrieved 23 November 2012, from http://search.informit.com.au/documentSummary;dn=863378337368314;res=IELHEA.

10.

KamelBoulos

M. N.

, & Wheelert

(2007). The emerging Web 2.0 social software: an enabling suite of sociable technologies in health and health care education1. Health Information & Libraries Journal, 24, 2–23. doi: 10.1111/j.1471–1842.2007.00696.x

11.

Krueger

R. A.

, & Casey

M. A.

(2000). Focus groups: A practical guide for applied research (3rd edn). Thousand Oaks, CA: Sage.

12.

Lai

, Li

, & Hsieh

C. T.

(2011). Fighting identity theft: The coping perspective. Decision Support Systems, 52, 353–363. Retrieved 10 December 2012, from http://www.sciencedirect.com/science/article/pii/S0167923611001588.

13.

Mills

, Bonner

, & Francis

(2006). Adopting a constructivist approach to grounded theory: Implications for research design. International Journal of Nursing Practice, 12(1), 8–13. Retrieved 23 November 2012, from http://academia.edu/2330236/Adopting_a_constructivist_approach_to_grounded_theory_Implications_for_research_design.

14.

Parette

H. P.

, Quensenberry

A. C.

, & Blum

(2009). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37, 335–343. doi: 10.1007/s10643-009-0352-x

15.

Reh

(2010). Social media risks and rewards. Credit Union Magazine, 72(12), 60. Retrieved 23 November 2012, from http://search.proquest.com.ezproxy.utas.edu.au/docview/817732463.

16.

Ribier

V.M.

, Haddad

, & VandeWiele

(2010). The impact of national culture traits on the usage of web 2.0 technologies. The Journal of Information and Knowledge Management Systems, 40(3/4), pp. 2334–361. Retrieved 25 February 2013, from www.emeraldinsight.com/0305-5728.htm.

17.

Swick

K. J.

(2003). Communication concepts for strengthening family–school–community partnerships. Early Childhood Education Journal, 30(4), 275–280. Retrieved from http://search.proquest.com.ezproxy.utas.edu.au/docview/751643648/13BE5676EFD69721419/12?accountid=14245.

18.

United States Department of Homeland Security (US DHS). (2013). Securing cyberspace while protecting privacy and civil liberties. Retrieved 23 November 2012, from www.dhs.gov/blog/2013/04/02/securing-cyberspace-while-protecting-privacy-and-civil-liberties.