NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ861239
Record Type: Journal
Publication Date: 2010-Jan
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0360-1315
Predictors of Creative Computing Participation and Profiles of Experience in Two Silicon Valley Middle Schools
Barron, Brigid; Walter, Sarah E.; Martin, Caitlin Kennedy; Schatz, Colin
Computers & Education, v54 n1 p178-189 Jan 2010
Examination of the "digital divide" has increasingly gone beyond the study of differences in physical access to computers to focus on individuals' use of technological tools for empowered and generative uses. In this research study, we investigated the relationship between access to tools and experience with creative production activities. Our participants included 160 8th grade learners from two public middle schools. The local communities represented by the two schools differed in parent education levels, proportion of recent immigrants, and average family income. Findings indicated substantial variability in students' history of creative production experiences within both communities. Three sets of analyses were completed. First, the two school populations were compared with respect to average levels of student creative production experience, access to tools at home, use of learning resources, frequency of technology use, and access to computing outside of their home. Second, correlates of variability in individuals' breadth of experience with creative production activities were explored across both schools through a regression analysis. The resulting model indicated that students' experience was best predicted by the number of technology tools available at home, number of learning resources used, frequency of computer use at home, and non-home access network size. In a third analysis, profiles of experience were created based on "both" breadth and depth of experience; the resulting four groups of students were compared. More experienced students utilized a broader range of learning resources, had access to more tools at home, taught a wider range of people, and were more confident in their computing skills. The groups did not differ in their self-reports of interest in learning more about technology. (Contains 2 figures and 10 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California