Related Papers
Pre-service teachers conceptions of the digital divide: An eight-year study at a predominantly white institution (2005-2012)
Rick Voithofer
This eight-year study (2005-2012) of 589 early childhood and secondary M.Ed. pre-service teachers analyzed the responses to open-ended survey items that asked them to define the digital divide and to offer their opinions about their role as future educators to address the digital divide. The participants were in their first term of study at a predominantly white institution. The answers that these mostly white, middle class pre-service teachers provided are viewed in the context of the evolving discourses about the digital divide and provide useful insights into the challenges that teacher training programs face as they prepare educators to teach in a society that places high expectations on the capacity for technology to support student learning. While the percentage of students who were able to answer the questions increased over the course of the study, the answers indicated specific limitations toward the ways they initially conceptualized the digital divide. A modification of the TPACK model is presented as a way for teacher education programs to integrate the complexities of the digital divide in how they prepare new teachers to integrate technology.
Interrogating the divide: A case study of student technology use in a one-to-one laptop school
Nicholas C Wilson
This study examines the learning experiences of a cohort of students from historically marginalized backgrounds (ethnically- and socioeconomically non-dominant, as well as academically-underachieving) at a one-to-one laptop school to uncover institutional structures and teaching practices that contribute to the reproduction of digital education inequity. Using a sociocultural framework that incorporates activity systems theory (Engeström, 1987) this research reports on how tensions and contradictions between institutional, instructional, and student perspectives on learning in a one-to-one environment foreclose opportunities for agency and technology literacy development, in spite of access to 21st century learning technologies.
Technology and academic preparation: A comparative study
2002 •
Michele Knobel
The importance of technology in society provides both an opportunity and a challenge for advocates of educational equity. On the one hand, if technology is equally distributed and deployed among diverse groups, it can help to overcome other types of disadvantage and thus increase educational equity. On the other hand, if technology follows its natural distribution curve, with the greatest access and best uses found among those who are already most privileged, this can heighten inequality in our schools and society.
Technology and equity in schooling: Deconstructing the digital divide
2004 •
Michele Knobel
Abstract This qualitative study compared the availability of, access to, and use of new technologies in a group of low–and high–socioeconomic status (SES) California high schools. Although student-computer ratios in the schools were similar, the social contexts of computer use differed, with low-SES schools affected by uneven human support networks, irregular home access to computers by students, and pressure to raise school test scores while addressing the needs of large numbers of English learners.
Student rules: Exploring patterns of students' computer- efficacy and engagement with digital technologies in learning
Sarah K Howard
Teachers' beliefs about students' engagement in and knowledge of digital technologies will affect technologically integrated learning designs. Over the past few decades, teachers have tended to feel that students were confident and engaged users of digital technologies, but there is a growing body of research challenging this assumption. Given this disparity, it is necessary to examine students' confidence and engagement using digital technologies to understand how differences may affect experiences in technologically integrated learning. However, the complexity of teaching and learning can make it difficult to isolate and study multiple factors and their effects. This paper proposes the use of data mining techniques to examine unique patterns among key factors of students' technology use and experiences related to learning, as a way to inform teachers' practice and learning design. To do this, association rules mining and fuzzy representations are used to analyze a large student questionnaire dataset (N ¼ 8817). Results reveal substantially different patterns among school engagement and computer-efficacy factors between students with positive and negative engagement with digital technologies. Findings suggest implications for learning design and how teachers may attend to different experiences in technologically integrated learning and future research in this area.
Engaging preservice teachers in integrated study and use of educational media and technology in teaching reading
Lisa O'Brien
Preservice teachers in a technology-infused literacy methods course were studied. Survey data showed medium-large effects on technology knowledge and self-efficacy. Survey data showed medium effects on intent to use technology in teaching. PST planned sound literacy lessons with technology aimed at transformative learning. Findings underscore importance of addressing technology throughout PST education. a b s t r a c t This mixed-methods study explored effects of participation in a required course integrating educational media and technology with literacy instruction on preservice teachers' (PST) perceptions of their knowledge of technology, its usefulness in teaching and learning, and understanding of ways to use technology in teaching literacy. Survey findings showed moderate to large effects on PSTs' (N ¼ 29) perception of their knowledge of and self-efficacy with technology, literacy content knowledge, and intent to integrate technology into future teaching. In lesson plans, PSTs integrated numerous technology devices and educational media while maintaining sound literacy instruction. Findings indicate a clear, positive trend in PSTs' outcomes.
The High School Journal
Redefining the Digital Divide: Beyond Access to Computers and the Internet
2007 •
Richard P Duran
International Journal of Applied Linguistics and English Literature
Incorporating Computers into Classroom: Effects on Learners’ Reading Comprehension in EFL Context
2017 •
Hamid Reza Mahboudi
Online Submission
Technology Integration: A Review of the Literature
2007 •
Cheryl Torrez
DISSERTATION ONE-TO-ONE LAPTOPS IN A PUBLIC SECONDARY SCHOOL: STUDENTS' USAGE AND THE IMPACT ON ACHIEVEMENT Submitted by
2016 •
Gene Gloeckner
ONE-TO-ONE LAPTOPS IN A PUBLIC SECONDARY SCHOOL: STUDENTS' USAGE AND THE IMPACT ON ACHIEVEMENT Computer technology has become ubiquitous in the lives of today's learners. Schools and districts are responding to the rise of technology with a push to expand access to computers for all students in the form of one-to-one laptop initiatives. While such initiatives have been shown to help students develop computer and technology skills, their impact on achievement has been more difficult to ascertain. Differences in implementation levels between different schools, teachers, and students, have made the relationship between laptop use and achievement difficult to measure. This study was designed to provide more information regarding the relationship between different types and frequencies of laptop usage and student reading achievement, as well as the barriers and opportunities which limit or promote the use of the laptops by students and teachers. This study used a mixed methods de...
