Literaturnachweis - Detailanzeige
Autor/inn/en | Judge, Sharon; Puckett, Kathleen; Bell, Sherry Mee |
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Titel | Closing the Digital Divide: Update from the Early Childhood Longitudinal Study |
Quelle | In: Journal of Educational Research, 100 (2006) 1, S.52-60 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0671 |
DOI | 10.3200/JOER.100.1.52-60 |
Schlagwörter | Educational Technology; Computer Uses in Education; Reading Achievement; Access to Computers; Longitudinal Studies; Elementary School Students; Poverty; Equal Education; Socioeconomic Influences; Internet; Correlation; Academic Achievement; Computer Software; Reading Instruction |
Abstract | The authors examined the progress made toward equitable technology access and use over children's first 4 years of school. The sample consisted of 8,283 public school children who attended kindergarten, 1st, and 3rd grades. In 3rd grade, high-poverty schools had significantly more computers for instruction and a smaller ratio of children to computers than did low-poverty schools. Over the first 4 years of school, however, children attending low-poverty schools had significantly more access to home computers than did those attending high-poverty schools. Children's use of computers during 3rd grade differed by school-poverty status. Results indicate that access to, and use of, a home computer, the presence of a computer area in classrooms, frequent use of the Internet, proficiency in computer use, and low-poverty school status were correlated positively with academic achievement. In contrast, frequent use of software for reading was correlated negatively with reading achievement. (Contains 4 tables.) (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |