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Some scholars believe that media and technology have become a part of a youth’s microsystem because of the frequency of interaction that occurs with technology on a personal and relational level (Mc Hale et al., 2009).Traditionally, the frequent interactions within an adolescent’s microsystem would evolve as he or she made commitments (e.g., work, relationships) and developed autonomy from parents into young adulthood (18-25 years old).

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Research on technological differences between people has generally focused on accessibility to information technology (Mulligan, 2013).

The term digital divide generally refers to the perceived gap between socioeconomic, ethnic, racial, or geographic groups who do not have access to the latest technology and those that do (Compaine, 2001).

Digital generation gap, social networking, video chat, cell phones, email, ecological theory, parents DOWNLOAD PDF Generational theory postulates that generational cohorts emerge when people are born within a 20 year time period, share a location in history, have common beliefs and behavior, and have a sense membership within the generational group (Strauss & Howe, 1991).

Generational cohorts are proposed to be radically different in values and behaviors because they experienced different events during their formative years (Howe & Strauss, 2003).

Technology has become an integral part of contemporary family life (Mc Hale, Dotterer, & Kim, 2009; Vogl-Bauer, 2003; Wartella & Jennings, 2001), which has again directed attention to generational differences between parents and youth (Clark, 2009; Livingstone, 2003).

The Millennial generation (born between 19; Pew Research Center, 2010), which includes contemporary young adults, is proposed to be unique from the Boomer (born between 19; Coomes & Debard, 2004) and Generation X (born between 19) cohorts based not only on Millennials’ access to technology, but how they have seamlessly integrated technology into their social lives (Pew Research Center, 2010).

One of the first steps in understanding this dynamic would be to investigate whether young adults and parents perceive differences in their interactive technology knowledge.

Mc Hale and colleagues (2009) contend that a microsystem includes the technology the youth owns, the parent owns, or the youth has access to (e.g., internet at school).

These new culturally accepted changes in societal expectations and values (macrosystem) have likely affected sociohistorical conditions (chronosystem; Bronfenbrenner, 1993).

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