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Descriptors:
Self Efficacy; Social Sciences; Males; Effect Size; Gender Differences; Meta Analysis; Language Arts; Mathematics Skills; Age Differences; Research Needs; Longitudinal Studies; Incidence; Computer Literacy

Abstract:
A meta-analysis of 187 studies containing 247 independent studies (N = 68,429) on gender differences in academic self-efficacy identified an overall effect size of 0.08, with a small difference favoring males. Moderator analysis demonstrated that content domain was a significant moderator in explaining effect size variation. Females displayed higher language arts self-efficacy than males. Meanwhile, males exhibited higher mathematics, computer, and social sciences self-efficacy than females. Gender differences in academic self-efficacy also varied with age. The largest effect size occurred for respondents aged over 23 years old. For mathematics self-efficacy, the significant gender differences emerged in late adolescence. Future research should longitudinally examine gender differences in academic self-efficacy to determine the prevalence of gender differences during different life stages. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Content Analysis; Qualitative Research; Comparative Analysis; Cross Cultural Studies; Case Studies; Computer Literacy; Program Descriptions; Educational Technology; National Curriculum; Curriculum Design; Elementary School Curriculum; Educational Principles; Computer Uses in Education; Educational Policy

Abstract:
The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions, specific aims and instruction related aspects that are integrated in the national educational technology curricula of the three cases under investigation. The results indicate that specific aims mainly focus on the critical use of educational technology; safe and responsible use of educational technology; information retrieval, processing and production; communication by use of educational technology; and use of educational technology for subject learning. It is possible that a discrepancy exists between the concepts of digital literacy and the specific aims that are addressed in educational technology curricula. Moreover, the rationales that underlie educational technology curricula represent a catalytic and social point of view rather than an economic one. The implications of our findings for curriculum developers and researchers are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Libraries; Reference Services; Information Science Education; Librarians; Library Schools; Library Services; Electronic Libraries; Computer Literacy; Internship Programs; Volunteers; Computer Mediated Communication

Abstract:
The ability to navigate the vast ocean of available information and perform reference services in digital environments is an essential component of the job for most of today's reference librarians, especially those working in academic libraries. Reference librarians face a challenge: they must be highly skilled at searching for, locating, and interpreting information in a constantly changing landscape of online databases, catalogs, and free Web technologies while also possessing the skills to be competent instructors and being personable enough to interact face-to-face. Library schools contribute to some foundational skills that a librarian builds, but digital competency is built through longer term on-the-job or internship training. That is why to be competent at their jobs, today's librarians must seek out opportunities to foster and build upon the skills learned in their library programs. One way to build these skills early in a librarian's career is to intern or volunteer at a reference desk. New York University, which partners with Long Island University's Palmer School of Library and Information Science, takes the experience of the physical reference desk and brings it into the digital realm with guided mentoring in their virtual "chat" reference program. In this article, the author discusses her experience with the program and the ways in which it improved her competency as a reference and instruction librarian. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Computers; Access to Information; Evidence; Program Effectiveness; Foreign Countries; Internet; English; Information Technology; Case Studies; At Risk Persons; Program Evaluation; Social Capital; Disadvantaged; Computer Literacy

Abstract:
There is increasing evidence that the lack of access to information and communication technology (ICT) or the "digital divide" severely limits education, employment and economic prospects. This paper reports on the evaluation of a project that aims to bridge the digital divide. In particular, the case study data has been used to bring to life the impact that access to the internet, often for the first time, can make in people's lives. If you are isolated, suffer poor health or do not speak English then the internet can take on a very different meaning, it becomes an essential tool to your ability to communicate, feel connected and to your health and well-being. What is evident from this snapshot of practice of the Wired Community@Collingwood project is actually how it can improve these outcomes for the current participants. A multi-method approach was implemented in the first year of the evaluation, included the collection of qualitative data. Connecting with participants to engage them to tell their story provided the project with a rich source of information, but it required a time-consuming methodology that respected the barriers which participants faced. However, the narrative that is now a part of this project brought to life the impact of ICT in this community. Being a part of the digital divide in the twentieth century disconnects you from a part of your world that now exists for others. At Collingwood, these participants are making those connections on a daily basis and are excited about the new possibilities of being a part of the available technology. This study evidences the impact of bridging the digital divide in one of the most disadvantaged communities in Australia. (Contains 3 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Technology; Student Motivation; Adolescents; Technology Integration; Multiple Literacies; Competence; Personal Autonomy; Computer Literacy; Technology Uses in Education

Abstract:
Research on youth use of multiliteracies and multimodal texts often imply that youth are inherently motivated by digital technologies. In this column, I consider the nature of research into motivation and multiliteracies. I suggest that the concepts of competence, autonomy, and relatedness should be integrated with a multilayered contextual conceptualization of motivation when applied to multiliteracies. Furthermore, I argue that educators and researchers should avoid the assumptions that all youth are digitally savvy and motivated by technology. Instead, I suggest that attending to an individual's need for connection, choice, and competence can lead educators to rethink their approaches to technology integration. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Preservice Teachers; Adult Educators; Internet; Web Sites; Computer Literacy; Web Browsers; Competence; Distance Education; Gender Differences; Electronic Learning; Questionnaires

Abstract:
The study investigated the Web-browsing competencies of pre-service adult facilitators in the southeast geopolitical zone of Nigeria. Survey design was adopted for the study. The population consists of all pre-service adult facilitators in all the federal universities in the southeast geopolitical zone of Nigeria. Accidental sampling technique was used in selecting 234 pre-service adult facilitators. The instrument for data collection was a four-point scale questionnaire titled "WEBCQ" (Web-browsing Competencies Questionnaire). WEBCQ consists of 43 Web-browsing competencies. The reliability coefficient of the instrument was established by using Crombach Alpha which came up to 0.78. Two research questions and one null hypothesis guided the study. Mean and standard deviation were used to answer the research questions, while t-test statistics was used to analyze the null hypothesis. The findings of the study showed that the pre-service adult facilitators have Web-browsing competencies to an average level and that male adult facilitators have significantly higher competencies than their female counterparts. Based on the findings, some recommendations were made which include that the country just like most developed nations should embrace the innovative distance learning in the form of online learning, e-learning, virtual classroom, and online counseling knowing that most of the current pre-service facilitators have average Web-browsing competence. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Laptop Computers; Writing Tests; Essays; Computer Assisted Instruction; Computer Literacy; Computer Uses in Education; Intermode Differences; Workstations; Performance Factors; Preferences; Statistical Significance; Foreign Students; Student Surveys; Gender Differences; Regional Characteristics; Time Factors (Learning); Time Perspective

Abstract:
To explore the potential effect of computer type on the Test of English as a Foreign Language-Internet-Based Test (TOEFL iBT) Writing Test, a sample of 444 international students was used. The students were randomly assigned to either a laptop or a desktop computer to write two TOEFL iBT practice essays in a simulated testing environment, followed by a survey of computer experience. The survey results suggested that the participants had extensive experience using computers, had more experience with laptops than with desktops, and preferred using the laptop computers to the desktop computers. The computer type (laptop or desktop computer) was found to have a negligible effect on essay performance (essay score, essay length, and writing speed). However, other factors, including gender, regional background, daily experience with laptop or desktop computers, preference for a particular pointing device, and previous TOEFL experience, were found to be significantly related to essay performance but did not interact with computer type. (Contains 4 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Games; Educational Games; Computer Uses in Education; Mixed Methods Research; Online Surveys; Teacher Surveys; Teacher Effectiveness; Educational Technology; Teaching Methods; Statistical Analysis; Web Sites; Electronic Publishing; Science Teachers; Academic Standards; Pedagogical Content Knowledge; Self Efficacy; Inservice Teacher Education; Secondary School Teachers; Teacher Developed Materials; Teacher Attitudes; Teacher Motivation; Science Instruction; Instructional Design; Computer Literacy; Instructional Effectiveness; Qualitative Research; STEM Education

Abstract:
Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher's attitudes and efficacy where impacted while designing science-based video games. The study's mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Literacy; Influence of Technology; Partnerships in Education; Adult Literacy; Instructional Design; Employment Opportunities; Educational Needs; Volunteers; Organizations (Groups); Job Training; School Community Relationship; Literacy Education; Job Skills; Educational Cooperation; Program Descriptions; Program Development

Abstract:
With an eye toward contemporary skill building to meet community centered economic needs, organizations such as Literacy Volunteers of America are increasingly pressured to examine new avenues in promoting employment readiness skills for the newly literate. These organizations and countless others have come to the realization that being prepared for the current workforce demands a skill set that surpasses traditional literacy skills in realizing job opportunity. The newly literate must now achieve a level of "digital literacy" to accompany "traditional literacy" efforts. The demand for such contemporary literacy skills to parallel traditional literacy presents an opportunity for university based instructional designers to share expertise and to collaborate with their local communities to this end. This paper focuses on the process of the formation of a university-community partnership in digital literacy designed for participants to collaboratively address such technology focused educational needs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Children; Early Childhood Education; Preschool Children; Technology Integration; Computer Uses in Education; Communities of Practice; Professional Development; Computers; Computer Software; Computer Literacy; Preschool Teachers; At Risk Students

Abstract:
This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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