Digital Writing and Diversity: The Effects of School Laptop Programs on Literacy Processes and Outcomes

Autor/inn/en	Zheng, Binbin; Warschauer, Mark; Farkas, George
Titel	Digital Writing and Diversity: The Effects of School Laptop Programs on Literacy Processes and Outcomes
Quelle	In: Journal of Educational Computing Research, 48 (2013) 3, S.267-299 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.48.3.a
Schlagwörter	Literacy Education; School Districts; Laptop Computers; Student Diversity; Teaching Methods; Outcomes of Education; At Risk Students; Writing Skills; Scores; Achievement Gains; Low Income Groups; Hispanic American Students; Observation; Achievement Tests; Elementary School Students; Statistical Analysis; Writing Processes; Writing Achievement; Semi Structured Interviews; Online Surveys; Teacher Attitudes; Student Attitudes; Achievement Gap; Qualitative Research; Grade 4; Grade 5; Regression (Statistics); California; Colorado + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Laptop computer; Laptop; Computer; Digitalrechner; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Writing skill; Schreibfertigkeit; Achievement gain; Leistungssteigerung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Beobachtung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Lehrerverhalten; Schülerverhalten; Qualitative Forschung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Regression; Regressionsanalyse; Kalifornien
Abstract	Over the last decade, the number of one-to-one laptop programs in U.S. schools has steadily increased. Though technology advocates believe that such programs can assist student writing, there has been little systematic evidence for this claim, and even less focused on technology use by at-risk learners. This study examined the effect of daily access to laptops on the writing outcomes and processes of 2,158 upper elementary students in two school districts, and the effect among diverse students. In a California district, students showed improved English language arts achievement in both a partial laptop program year and a full laptop program year. In a Colorado district, overall writing test score gains were not statistically significant; however in both districts, at-risk student groups (i.e., Hispanics and low-income learners) showed significant gains. In addition, survey results, interviews, and observations indicate that at-risk learners used the laptops more frequently than their counterparts at school for a variety of learning purposes. This study suggests that well-planned use of laptops and digital media can help diverse learners improve their literacy processes and outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01