Closing the Digital Divide: Update from the Early Childhood Longitudinal Study

Autor/inn/en	Judge, Sharon; Puckett, Kathleen; Bell, Sherry Mee
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Computernutzung; Leseleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Armut; Sozioökonomischer Faktor; Korrelation; Schulleistung; Leseunterricht
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