Levels Of Computer Use Research Articles

Digital equity in education: A Multilevel examination of differences in and relationships between computer access, computer use and state-level technology policies.

Using data from the National Assessment of Educational Progress (NAEP) state assessment and a survey of state-level technology policies, this study examined digital equity in education as a multilevel organizational phenomenon with data from 70,382 students in 3,479 schools and 40 states. Students in rural schools or schools with higher percentages of African American students were likely to have less access to computers. With respect to computer use, girls and students eligible for free or reduced-price lunch were more likely to use computers more frequently when computers are available in the classroom. With respect to relationships between computer access and computer use, having computers available in a lab increases the likelihood of higher levels of computer use. The results suggested that no more than 5% of the variance in computer access can be attributed to state factors, and less than 1% of the variance in computer use was between states. The findings suggested that where student technology standards are integrated into subject-area standards, computer use was likely lower than in other states. In states where pre-service teachers must meet technology-related requirements to receive their teaching credential and states where funds earmarked for technology are distributed as competitive grants, computer use was likely to be higher.

The Effects of a Chemistry Course with Integrated Information Communication Technologies on University Students’ Learning and Attitudes

The purpose of this study was to evaluate the instructional effects of using animations, static figures, PowerPoint bulletins, and e-plus software as chemistry texts with the aid of computer-based technology. This study analyzed the characteristics of students involved in three multimedia courses and their achievement and attitude toward chemistry and learning chemistry. The three samples included in this study involved 257 undergraduate engineering students enrolled in the courses during the academic year in which the study occurred. The results indicate that: (a) students acquired a better understanding of targeted chemistry concepts during the multimedia courses, (b) some categories of students, based on their major area of study, computer use, and attendance status at orientation achieved significantly (p < 0.05) higher post-test scores when adjusted for pre-test performance, and (c) significant differences and Cohen’s effect sizes in attitudes toward chemistry and learning chemistry were detected for students’ level of computer use, disposition toward computer multimedia, gender, and attendance at the multimedia orientation session. It appears to be helpful to incorporate computer-based multimedia (animations, images, sounds) teaching while utilizing constructivist design principles to facilitate students’ chemistry understanding and attitude toward chemistry and learning chemistry.

Using Rogers’ Theory to Interpret Instructional Computer Use by COE Faculty

The purpose of this research study was to develop a theory-based methodology for exploring instructional computer use by faculty members in one College of Education (COE) and implementing this methodology at an Anatolian university in Turkey. Rogers’ (2003) Diffusion of Innovations theory was used as the theoretical framework in the process of instrument development, data collection, and in the interpretation of the results. The faculty members in the study reported low levels of use and expertise in instructional computer technologies. Variables significantly correlated with faculty members’ level of computer use were computer expertise, computer access, barriers to computer access, attitude toward computer use, support for computer use, and adopter categories based on innovativeness. The importance of administrative support and the need for faculty development were two major findings from this study. The results from the qualitative data provided information on addressing barriers to faculty computer use and confirmed the characteristics of Rogers’ adopter categories. Findings interpreted through Roger’s theory suggest that an action plan should take advantage of faculty members’ positive computer attitudes and collegial communication to help them move to the higher levels of use and expertise in instructional technologies. Methodology used in this study provides a model for other colleges of education worldwide to obtain information about the needs of their faculty members.

Faculty Use and Non-Use of Electronic Mail: Attitudes, Expectations and Profiles

This paper raises four research questions about the relationships between expectations about the faculty use of e-mail and the level of e-mail usage among faculty. The study uses a survey design to test expectations about technology on several attitude measures. We report that positive expectations about the functionality of technology are related to higher incidence of e-mail use. Furthermore, the results suggest higher existing levels of computer use in general, and that positive anticipation of future use is also related to higher levels of e-mail use in particular. These findings are then used to develop profiles of users and non-users. The results indicate that younger faculty with greater exposure to computers tend to be more frequent users of e-mail than older faculty whose customary communication styles do not include the use of e-mail. Finally it is suggested that expectations about the “promise of technology” are related to the actual use of technology.

Ubiquitous technology integration in Canadian public schools: Year one study

The current investigation was an exploration of the first year of a multi-year project designed to provide every Grade 3 to Grade 11 student throughout an English school board in Quebec with a laptop computer. Data were collected from 403 elementary and 270 secondary students from the experimental school board and also from 330 students in the control school board. In addition, questionnaire data were collected from 60 elementary school teachers and 51 secondary school teachers. Finally, interviews were conducted with 72 students and 20 teachers. Potentially the most interesting finding was the difference in achievement scores between the experimental and control boards. Secondary students from the experimental board had higher scores on the CAT-3 reading test and indicated making six times more frequent use of computer technology in their English classes, suggesting a possible treatment effect. In contrast, math scores were higher at the control board where neither board indicated high levels of computer use. Nevertheless, these findings must be interpreted with some caution until the threats to validity of selection bias are more clearly overcome.

A Comparison of Computer‐Assisted Instruction and Field‐Based Learning for Youth Rangeland Education

Field-based learning experiences are often used to increase the effectiveness of science curricula. However, time and financial limitations in public schools often hinder a teacher's ability to bring their students into the field for learning, despite increased demands to incorporate more science content into their curricula. In addition, federal mandates are placing more pressure on teachers to integrate educational technologies in their classrooms. Our objective was to compare a computer-based rangeland education module to a field-based version of the module. Data from pre- and post-tests were analyzed to determine whether student knowledge gain differed among treatment groups. In addition, grade level (5th and 6th), gender, prior levels of computer use, and familiarity with nature were examined for their impact on knowledge gain. Findings indicated that both the field- and computer-based experiences effectively improved student knowledge gain regarding rangelands and rangeland plants and that each modality was most effective for 5th grade students. No gender differences were observed between treatments. Prior levels of computer use were inversely related to knowledge gain for students in the computer treatment group. Familiarity with nature had no detectable influence on knowledge gain for students in the field treatment group. Results suggest that both modalities of rangeland education were effective in promoting knowledge of rangelands and that computer-assisted instruction can be used as an effective alternative to traditional field-based rangeland education.

Design and computational flexibility

This article discusses three levels of computer use—literacy, fluency and flexibility. Literacy is about the use of particular tools to satisfy well-defined tasks while fluency is a deeper form of knowledge that allows people to adapt to the uncertainties of computing and keep up with new, technological trends. Computational flexibility suggests the further capacity toinvent software when existing applications fail to solve new problems. I will suggest a need for designers to become computationally flexible to achieve goals that often begin as ideas that are difficult, if not impossible, to articulate and hand off to expert software engineers for further development.

The Social Processes of Learning to Use Computers

The ability to use a computer is assumed to be a cornerstone of effective citizenship in the Information Age, with a range of initiatives and educational provisions being introduced to encourage people to become competent with information technology (IT). Despite such provision, levels of computer use and competence have been found to vary widely throughout the general population, and we knowlittle of how different ways of learning to use computers contribute to people's eventual use of IT. Based on data from in-depth interviews with 100 adults in the United Kingdom, this article examines the range and social stratification of formal and informal learning about computers that is taking place, suggesting that formal computer instruction orientated toward the general public may inadvertently widen the digital knowledge gap. In particular, the data highlight the importance of informal learning about IT and of encouraging such learning, especially in the home.

Computer Skills, Destination Language Proficiency and the Earnings of Natives and Immigrants

Using data from the 2001 Census of Population and Housing in Australia, this paper investigates the determinants, and consequences for earnings, of computer use by both the native born and the foreign born. Focussing on the foreign born, the multivariate analyses show that recent arrivals are more likely to use computers than the Australian born. As the level of computer use in Australia is much higher than in most of the countries that Australia's immigrants come from, this evidence suggests a high degree of favorable selection in migration. Study of the links between earnings, computer use and other human capital skills shows that educational attainment and destination language skills are complements to computer use. The use of a computer is shown to be a way the foreign born can increase the international transferability of their pre-immigration skills, a finding that has implications for immigrant settlement policies.

EFFECT OF GENDER ON COMPUTER USE AND ATTITUDES OF COLLEGE SENIORS

Male and female students have historically had different computer attitudes and levels of computer use. These equity issues are of interest to researchers and practitioners who seek to understand why a digital divide exists between men and women. In this study, these questions were examined in an intensive computing environment in which all students at one university were issued identical laptop computers and used them extensively for 4 years. Self-reported computer use was examined for effects of gender. Attitudes toward computers were also assessed and compared for male and female students. The results indicated that when the technological environment was institutionally equalized for male and female students, many traditional findings of gender differences were not evident.

Who Cares About Computer Based Information Systems?

This paper reports on a survey into the use of computer based information systems (CBIS) amongst small manufacturing firms in the UK. The results suggest that computers are used extensively and that most managers who participated are satisfied with their current systems. However, the use of network technology, including email and the internet is still limited. The survey evidence suggests that information technology knowledge and computer literacy levels of managers are the key factors for a high level of CBIS implementation, including the adoption of network technology. The number of employees and the turnover of the firm are related to the level of computer use, but neither the age of the firm, nor its recent growth pattern show any relationship with the use of computers and network systems. Managers' perceptions of their firms' competitiveness and their satisfaction with their firms' performance appear not to be related to the level of computer use in the firm studied.

Improving Computer Skills in Colleges of Education

Networked computers with multimedia capabilities are increasingly being used for teaching, research, and service activities in institutions of higher education. In order to meet user demands and to avoid costly mistakes, colleges and universities need to develop assessment strategies which can reliably determine their computer needs. As the “trainer of trainers,” a college of education should take a vital leadership role in the integration of technology and instruction for pre-service teachers and administrators. A survey instrument, recently implemented in the Education Department at the University of New Hampshire, was found to be effective in evaluating the levels of computer use of its faculty members and undergraduate and graduate students. The questionnaire is designed to measure sixteen computer skills and can be adapted for other academic departments. Results of this needs assessment led to various technology-based initiatives for educators at the university and in partnership with the public schools.

A survey of CAD and virtual reality within the house building industry

A survey of computer use in the British house building industry was conducted by means of a postal questionnaire to 100 house builders followed‐up by in‐depth interviews. The research shows widely variant levels of computer use and expertise in different house building companies amongst both regional developers and the nationwide volume builders. Some housing developers have sophisticated information technology strategies and are well placed to successfully implement advanced techniques whilst many have very little or no computer use for design and visualization and rely more on traditional competitive strategies.

Differences in educational computer use: the influence of subject cultures

AbstractDespite two decades of computer use in schools and colleges, considerable differences persist in levels of IT use throughout all levels of education. Within institutions it is noticeable that huge variations in computer use exist between different subject areas, yet little analytical work has been carried out to explore the reasons behind this. On the basis of interviews with 96 students and 20 teachers in 16‐19 education, this article examines the underlying influences behind the varying levels of computer use in different subject areas. In particular, the influence of subject ‘cultures’ are highlighted as having a significant effect on teachers’ and students’ use of IT in school, most notably in terms of subject content, pedagogy and assessment. Furthermore, subjects were found to differ in terms of their cultures of interest and access to IT within the institution. On the basis of these data, conclusions are then drawn as to alleviating subject differences in the use of IT.

Categories of Computer Use and Their Relationships with Attitudes Toward Computers

A comprehensive questionnaire consisting of attitude and use items was administered to the entire student body of a 4-year undergraduate university. A response rate of 38% resulted in 1,444 completed surveys. A principal component factor analysis supported the a priori assumption that there were 5 independent categories of computer use. Respondents indicated different levels of computer use. Word processing was the application used most frequently. Other uses included e-mail for task and nontask activities and mathematical and statistical computations. Moreover, significant differences were observed between the mean attitudes of the low and high users of all the different categories of use. Respondents who reported higher use of computers indicated a more positive attitude toward computers on all the different attitude scales. Finally, significant correlations were observed between the attitude items and the categories of use. The results suggest that computers are used for several different activities and the level of use is related to attitudes toward computers.

Using Subjective Norms to Predict Teachers' Computer Use

AbstractThis study examined the predictiveness of several personal variables of elementary school teachers to their use of available computers for teaching (N = 138). Teachers from 12 schools completed questionnaires that assessed (a) three levels of computer use, (b) subjective norms, (c) innovativeness, (d) perceived relevance of computers to teaching, and (e) self-competence in the use of computers. Data on age, gender, and years of computer experience were also collected. Logistic regression procedures were used to analyze the relationships between teacher characteristics and computer use. About one-third of the teachers reported not using computers for teaching. Subjective norms were most closely related to teachers' computer use. The results suggest the need to consider subjective norms when planning training intervention or differential staffing for reconciling teachers and their computer use.

The Role of School-Based Technology Coordinators as Change Agents in Elementary School Programs

AbstractThis article describes a follow-up study that investigated the skills and strategies used and outcomes effected by computer coordinators in three elementary school programs. The purpose of the present study was to revisit those same three schools, seven years later, to examine current levels of computer use and related implementation issues. Results across cases suggest that, while barriers to increased technology use have been eliminated or minimized due to the work of the coordinators, many obstacles still remain. One finding of particular importance involves the coordinators’ plans to “work themselves out of their jobs.” That ambitious goal appears to have underestimated the degree to which educational change with technology is a moving target that requires ongoing coordination and support.

Differences in Computer Use of Practicing Versus Preservice Teachers

AbstractThis study compared levels of computer use by practicing teachers with expected levels of use by preservice teachers. The variables related to computer use were also measured. The levels of computer use of practicing (N = 170) and preservice (N = 167) elementary school teachers were first classified. The predictiveness of several personal variables to the use of available computers for teaching was then examined. Participants completed questionnaires that assessed level of computer use, self-competence in the use of computers, perceived relevance of computers to teaching, teacher locus of control, and innovativeness. Data on age, gender, and years of computer experience were also collected. Chi-square and logistic regression procedures were used to analyze the differences between the groups’ levels of use and relationships between teacher characteristics and computer use, respectively. About half of the practicing teachers reported not using computers for teaching. Almost all of the preservice tea...

Is it time for computer-assisted decision making to improve the quality of food and nutrition services?

Is it time for computer-assisted decision making to improve the quality of food and nutrition services?

Computers and Teachers

AbstractThis study examined the predictiveness of several personal variables of elementary school teachers to their use of available computers for teaching (N = 170). Teachers from four schools completed questionnaires that assessed for three levels of computer use, innovativeness, teacher locus of control, perceived relevance of computers to teaching, and self-confidence in the use of computers. Additionally, data on age, gender, and years of computer experience were collected. Logistic regression procedures were used to analyze the relationships between teacher characteristics and computer use. About half of the sample of teachers in this study reported not using computers for teaching. Self-competence and innovativeness were most closely related to teachers’ computer use. The results suggest that these variables need to be considered when planning training intervention or differential staffing for reconciling teachers and their computer use.