ERIC Number: EJ723798
Record Type: Journal
Publication Date: 2004
Reference Count: N/A
Changes in 4th-Graders' Computer Literacy as a Function of Access, Gender, and Race
Information Technology in Childhood Education Annual, v2004 n1 p187-212 2004
This is the third in a series of studies examining young students' attitudes toward and knowledge about computers. Data were collected at the end of students' third and fourth grade academic years and analyzed with respect to their "love" of computers, their feelings of competence in using them, and the number of computer terms they listed in three minutes. Comparisons were made across five New York City "midtown" fourth grade classes varying widely in teacher experience and practice, as well as with respect to findings at a more affluent, less racially diverse "uptown" school. Absence of teacher incentives and training contributed to failures in effectively structuring classroom computer access around challenging assignments that might have served to increase computer literacy and to narrow gender and racial gaps. Contrasts with the more affluent "uptown" school in terms of facilities and scheduling, home Internet access, and "computer literacy" gains are striking. Implications are drawn for changes in curriculum priorities, administrative practices, and ongoing inservice teacher education to better ensure equitable computer access and student learning.
Descriptors: Elementary School Students, Internet, Computer Literacy, Access to Computers, Student Attitudes, Computer Attitudes, Teacher Influence, Student Diversity, Teacher Competencies, Gender Differences, Racial Differences, Grade 3, Grade 4, Knowledge Level, Competence, Urban Schools, Comparative Analysis, Inservice Teacher Education, Educational Technology
Association for the Advancement of Computing in Education, 500 E. Main St. Suite 902, P.O. Box 3728, Norfolk, VA 23510. Tel: 757-574-3227.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 3; Grade 4; Elementary Education
Authoring Institution: N/A
Identifiers - Location: New York