Johnson, Catherine G.2014-09-092014-09-092014-07https://hdl.handle.net/11299/165510University of Minnesota M.A. thesis. July 2014. Major:Education, Curriculum and Instruction. Advisor: Susan K. Walker Ph.D. 1 computer file (PDF); vi, 74 pages, appendices 1-2.This study examined licensed Parent Educators use of information and communications technology (ICT) in educational practice. Using online survey research, data was collected in three areas: types and frequency of ICT use, educator characteristics, and institutional support for ICT use. Analysis of 201 responses revealed four groups of users based on the number and frequency of ICT types used: High Number- High Frequency, High Number-Low Frequency, Low Number- High Frequency, and Low Number-Low Frequency. Email, internet searching for information, and document preparation are used frequently by most; few use social media. Analysis revealed that demographics show no relationship to technology use. Educators' perceived self-efficacy was related to ICT use. Institutional support in the forms of access to devices, instructional climate and instructional support had a significant influence on ICT use. The results have implications for individuals and organizations integrating information and communications technologies into Parent Educator practice.en-USEducationParent EducatorTechnology useThesis or Dissertation