Technology Use

Dillon, Ken. Some Issues in Web Access for Teacher-Librarians.

Australian Library Review 13 no. 1 (February, 1996): 31-37.

Abstract : This article discusses the Internet as it relates to teacher-librarians. There are several listservs which have been created for teacher-librarian use, the most popular of which is LM_NET. ATLC Forum (Canada), School_Lib (New Zealand), and OZTL_NET (Australia) are also good sources of information for teacher-librarians. Two significant issues in terms of student use of the Internet are limiting student access to undesirable material and ensuring student security. Although, according to some studies, censorship of book material is commonplace in school library media centres, the Internet is more difficult to censor. Screening software is available but is not infallible, due to the large number of new sites and variations in what schools label undesirable. Personal supervision of student Internet use by the teacher-librarian is too time-consuming to be practical. It is possible to establish a menu of useful sites or gopher servers, but most students will learn to navigate from these to other areas of the Internet. The author suggests the use of parental permission forms for student Internet use, thus assigning responsibility for access to the parent rather than the school or staff members.
Schools should also draft acceptable use policies; samples of these policies may be found at sites such as the Texas Education Network (http://www.tenet.edu), the California Department of Education (http://goldmine.cde.ca.gov) and Bellingham Public Schools (http://www.bham.wednet.edu). Teacher-librarians should instruct students on Internet etiquette and safety. Suggested tips for students include remaining on distant systems only as long as necessary, adhering to time restrictions on archive sites, lurking on a listserv or newsgroup before posting, being careful with sarcasm and humour, learning the difference between a listserv administration and discussion address, using a cryptic password, and never sharing your account with anyone.
Subject Category : Use of Technology
Language : English
Keywords : School Library Media Specialist; Internet
Identifier: School of Information Studies, Charles Sturt University, Riverina, Australia

Durndell, A.; Thomson, K. Gender and Computing: A Decade of Change?

Computers and Education; An International Journal 28 no. 1 (1997): 1-9.

Abstract : Students enrolling for their first year at a Scottish university who had chosen to study business or natural science were selected because they would be qualified to study computer science. Sample included 47 males and 128 females in 1995. Study followed the method of previous studies in 1986, 1989, and 1992 of similar group of students. Reported use of computers in school had risen to 90% range for both genders. Males reported much more use of both their own or a friend's computer. Knowledge about information technology concepts had increased over time, with male advantage over females being retained but declining very gradually in absolute size. Analysis, both open ended and statistical, of responses to questions about choosing not to study computing indicated a considerable stability over time of a negative stereotype of the computer specialist. Some subjects reported rejecting computer studies because of a preference for working with people or because computer games had stifled their interest in computing. Enrollment in computer studies courses in U.K. universities declined during the period of the four studies, with female admissions hitting a low of 11% in 1987 but recovering to 18% in 1995. Study concludes that gender related changes in attitudes toward computers are occurring in the U.K., but very slowly.
Subject Category : Use of Technology
Research Methods : Survey
Language : English
Keywords : Attitudes to computers; Sex Differences
Identifier: Scotland

Dyrli, Odvard Egil and Daniel E. Kinnaman. Teaching Effectively with Telecommunications.

Technology and Learning 16 no. 5 (Feb., 1996): 57-62.

Abstract : The three primary challenges of teaching with telecommunications are helping children develop electronic information processing skills, managing the practical aspects of the technology, and helping children develop evaluative skills. Skills-related teaching involves the development of both content-based and information-processing activities, the integration of telecommunications within broader curriculum units, the introduction of a variety of search tools, and making relations between previous Internet activities and new projects. Students should be taught when traditional sources can be used more effectively than online resources. Resource management suggestions include keeping records of student activity or having students do this themselves, providing unstructured time when introducing new skills and locations, giving concrete advice in small, manageable doses, and teaching students to prepare their on-line strategies in advance. Techniques to help develop students' evaluative skills include observing student groups and making suggestions, turning questions back to the students for discussion, encouraging students to examine several sites for information, having focus discussions part-way through activities, and encouraging continued out-of-class investigation.
Subject Category : Use of Technology
Language : English
Keywords : Internet; Computer-based Instruction
Identifier: Technology and Learning Professional Development Institute, US

Greenlee-Moore, Marilyn E. and Lawrence L. Smith. Interactive Computer Software: The Effects on Young Childrens' Reading Achievement.

Reading Psychology: An International Quarterly 17 no. 1 (Jan.-March, 1996): 43-64.

Abstract : Computer programs have recently been developed which allow for comprehension assistance as well as the display of text. Computers can now pronounce, define, and use in context unfamiliar words selected by the student. This study measures the effectiveness of these types of software by comparing the reading comprehension of 31 above-average fourth grade students in easy and difficult texts when these texts are presented either in computer or book form. Students were divided into two groups (computer and book) and read five easy and two difficult texts over an eight-week period. Students in the book group were allowed to ask the teacher vocabulary questions, but none of them chose to do so. The study found that reading comprehension was higher in the computer group only for the two difficult texts; there was no difference in comprehension for the easy texts, and there were no sex differences in comprehension for either type of text. The authors suggest that comprehension increased for the computer group in the difficult texts because of the access of this group to instant and independent vocabulary assistance. Suggestions for further research include replicating the study using poor rather than above-average readers, and replicating the study using three groups (book-based text, computer text with textual manipulation mandatory, and computer text with textual manipulation forbidden).
Subject Category : Use of Technology
Research Methods : Data Analysis
Language : English
Keywords : Computer Materials; Reading
Identifier: Ball State University, Indiana, US

Hodes, Carol L. Gender Representations in Mathematics Software.

Journal of Educational Technology Systems 24 no. 1 (1996): 67-73.

Abstract : Computers have become more common as educational tools, and current software often includes graphics and animation which contain symbolic representations of the social structure. The author has conducted a study of popular instructional mathematics software intended for grades K-6 to identify the gender and role (traditional or nontraditional) of the main characters. The majority of the programs (58.3%) had main characters such as animals, space aliens, or animated objects (e.g. clocks) with no identifiable gender. The remaining 41.7% of programs had gender identifiable main characters, only two of which were female (a mother and a princess). Male characters represented 87.5% of all gender-identifiable main characters and were all depicted in traditional male roles. The author concludes that more gender-balanced instructional software is needed to bring about educational equity and increase learning motivation in mathematics for female students.
Subject Category : Use of Technology
Research Methods : Data Analysis
Language : English
Keywords : Technology Gender Gap
Identifier: Pennsylvania State University, University Park, PA, US

Manuel, Monique and Min Liu. The Use of Interactive Videodisc in Early Childhood Education: An Example.

Hypernexus: Journal of Hypermedia and Multimedia Studies 6 no. 1-2 (Fall-Winter, 1996): 6-19.

Abstract : The authors report on a case study to explore whether interactive videodisc technology is developmentally appropriate for use in early childhood education. A HyperCard-based program was developed using the videodisc The Jungle Book to teach concepts of spatial relationship, part of the kindergarten curriculum, to kindergarten-aged children. Four concepts of spatial relationship were presented through video and colour graphics, with directions and feedback given orally. Text was minimal. A practice activity followed the viewing of the video. The program was tested on three children, two males and one female, classified as high, medium and low ability. In post-use interviews all three children said they liked using the program, found it easy to use and would like to use a similar one in the future. The two boys said that they learned the concepts "in front of" "below", and "above" while the girl said she had not learned anything. Observation suggested that the children enjoyed using the program and had little difficulty with the technology; some adult guidance was initially sought but afterwards the children became independent. The multimedia aspect of the program seemed to be an important motivational factor with this age group.
Subject Category : Use of Technology
Research Methods : Interviews, Observation
Language : English
Keywords : Multimedia; Young Children
Identifier: College of Education, University of Texas at Austin, US

Milone Jr., Michael N. and Judy Salpeter. Technology and Equity Issues.

Technology and Learning 16 no. 4 (Jan., 1996): 39-47.

Abstract : Equity issues surrounding availability and use of computer technology in the United States educational system have yet to be resolved, but current inequities are less dramatic than those of the past. In 1995, only 42% percent of households with children had a personal computer. A 1992 study found a 25% discrepancy in computer ratios between low and high multicultural middle schools, although there was only an 11% difference at the elementary level and no difference at the high school level. Another recent study found a 15% difference in student-computer ratio among low and high multicultural schools; this difference is less than half of that reported in a similar 1983 study. Students from high SES families are still 13% more likely to use computers for higher-order activities and 26% more likely to experience a mixture of skill-building and higher-order computer use. Successful tactics for battling inequities include creating after-school computer labs, loaning out computers for home use, training teachers in computer use, building local partnerships between schools and businesses, using telecommunications to connect students with peers and adults in other schools, and bringing in technology mentors and role models from the community.
Subject Category : Use of Technology
Language : English
Keywords : Equity

Owens, Emiel W. and Hersholt C. Waxman. Differences Among Urban, Suburban and Rural Schools on Technology Access and Use in Eighth-Grade Mathematics Classrooms.

Journal of Educational Technology Systems 24 no. 1 (1996): 83-92.

Abstract : Previous research suggests that suburban schools have more access to technology than urban and rural schools, and that schools in higher-income areas use computers for problem solving and programming while schools in lower-income areas use computers for rote drills; however, these studies are small and may be outdated. The author reviews a large-scale national study done in 1988 (NELS:88) to examine eighth-grade use of computers and calculators in mathematics instruction. Results showed that students from suburban schools are most likely, and students from rural schools are least likely, to use calculators. Students from rural schools use computers less than students from urban and suburban schools, who report similar levels of computer use. Rural and suburban teachers are more likely to use computers for enrichment, while urban teachers are more likely to use computers for remediation. These results are all statistically significant and suggest some inequalities in technology use according to type of school setting. The results also indicate that overall student use of technology in eighth-grade mathematics class is low, and that more teacher training is needed in technology use in all types of school settings.
Subject Category : Use of Technology
Research Methods : Statistical Analysis
Language : English
Keywords : National Survey
Identifier: University of Houston, Texas, US

Simeone, Paula. Integrating Information Technology into Educational Curriculum.

Orana http://www.alia.org.au/sections/cyss/orana/33.1/index.html 33 no. 1(1997)

Abstract : In schools in 2010 students may be judged by the extent to which they can effectively use the tools of the information age. It is essential that new curricula be designed to take into consideration the new methodologies and tools. Computer literacy is necessary and flexible learning opportunites including distance education will be highly valued. New technologies must be integrated into the entire curriculum. Just-in-time learning implies that the individual will be responsible for deciding when an episode in learning is necessary and the resources appropriate for it to take place. The focus must be on providing the individual with the ability to learn outside the formal education system and to develop appropriate skills with which to actively engage in knowledge construction.
Subject Category : Use of Technology
Language : English
Keywords : Planning; Online Information Usage
Identifier: Australia