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ERIC Number: ED450648
Record Type: Non-Journal
Publication Date: 2001-Feb
Pages: 36
Abstractor: N/A
Closing the Divide: Technology Use in TRIO Upward Bound Projects.
Norfles, Nicole
This report is the first report from the National TRIO Clearinghouse on the topic of TRIO programs and technology. The focus is on the use of technology, particularly computer-based technology, by Upward Bound (UB) students and the role that UB projects play in providing access to that technology. UB is an intensive college preparatory support program that is designed to provide low-income, first-generation high school students with motivation and the essential skills to complete high school and earn a college degree. Seventy-seven percent of the 698 currently funded UB programs participated in the study. The study found that 73% of UB students have access to computers and the Internet at school, but fewer than 9% have access to computers and the Internet in their regular classrooms. Only 30% of UB projects incorporate technology into their instructional programs. Most UB projects have a computer to student ratio of 1:10, and only 1 program in 4 has laptop computers available for students to borrow. Twenty-five percent of UB projects have no computers available for student use, and 38% of projects do not provide students with e-mail access. Resource limitations are the primary reason that UB projects do not provide greater access to technology for their students. Many project staff members, however, indicate a need for the most basic types of computer training. Some recommendations are made for improved technology use in TRIO projects. The study survey is included. (Contains 7 figures, 18 tables, and 21 references.) (SLD)
For full text:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: National TRIO Clearinghouse, Washington, DC.; Center for the Study of Opportunity in Higher Education, Washington, DC.