The effect of a yearlong one -to -one laptop computer classroom program on the 4th-grade achievement and technology outcomes of Digital Divide Learners
2008
- 65Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage65
- Downloads63
- Abstract Views2
Thesis / Dissertation Description
A yearlong one-to-one computer laptop classroom instruction intervention program used to prepare 4th-grade students for participation in computer learning activities was evaluated. Students used computers to complete daily reading, writing, and Internet search assignments. Students were divided into two groups according to past computer access; Digital Divide Learners (n = 10) who did not have computers and Internet access at home, and Digital Native Learners (n = 15) who did have computers and Internet access at home. Reading, writing, total technology skills domain scores, and keyboarding speed and accuracy outcomes were evaluated. Results indicate reading vocabulary, reading comprehension, and writing pretest-posttest test score gain for both groups. However, the null hypothesis was rejected only for the Digital Native Learners reading vocabulary pretest-posttest comparison. The null hypothesis was not rejected for any of the reading and writing posttest-posttest comparisons. The null hypothesis was rejected for all pretest-posttest computer learning scores for both groups. Only the keyboarding accuracy posttest-posttest comparison was found to be statistically significantly different in the direction of greater accuracy scores for the Digital Native Learners. Computer competence for all students must begin in our classrooms.
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