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The article by Miller, Schweingruber, & Brandenburg (2001) examines the use of computers by middle school students within the context of gender differences. The authors establish through a literature review that in the past there has been an actual or perceived gender divide in computer prowess. While the nature of the survey questions in the study seem to establish that they seek to examine whether this gender gap still exists, no clear research question with defined parameters is stated and the focus of their conclusions and scope of their discussion seems to me to be outside their research context. Miller et al. conducted survey based research examining several areas: student self-perception of their computer ability and how they acquired that ability, student access to computers, and the purposes for which students use computers. These questions were examined with gender being the independent variable. The authors were especially mindful of the socio-economic factors that may influence access to computers and attempted to mitigate this by employing a stratified cluster sampling technique for participant selection although they do not clearly specify how clustered the participants were (several schools in a district were represented but it is unknown if whole classes from each school were sampled). The authors utilize participation levels in a free/reduced lunch program at the school in order to determine the socio-economic status (SES) of the school; it is not clear if this is accepted practice in US research however, in my own experience, SES data may be skewed if schools are on the border between two economic areas as wealthier students may be inclined to participate in an existing meal program on a convenience basis. T... ... middle of paper ... ...Simard, 2009). The authors have provided some interesting data and, at least among the students in their study, have shown that boys and girls are now using computers at a similar level and have a similar self-perception of computer ability. The value of the study however, lies in the research proffered, not in the conclusion they have drawn. Works Cited Miller, L. M., Schweingruber, H., & Bradenburg, C. L. (2001). Middle school students' technology practices and preferences: Re-examining gender differences. Journal of Educational Multimedia and Hypermedia, 10(2), 125-140. Molluzzo, J. & Dwyer, C. (2009). Gender and technology careers: The gap continues. Retrieved from http://www.isedj.org/7/21/ISEDJ.7%2821%29.Molluzzo.pdf Klawe, M., Whitney, T. & Simard, C. (2009). Women in computing---take 2 Retrieved from http://portal.acm.org/citation.cfm?id=1461947
The second essay, written by Kathy Camper also discusses diversity in our society. It is from the point of view of a person who was not given an opportunity to attend college. This essay is written about the future where almost everything involves computers. Persons that were not given the same means for a better education fall behind and c...
This newspaper article talks about how schools today are neglecting computers and what happens to children when they are not exposed to computers and technology.
Some of the readers drawn to Tannen's work may be the very technophiles who serve as subjects, sociologists interested in any observations of gender influenced behaviors, teachers exploring how female students grasp technology differently than male students, or general computer users who are considering networking to cyberspace.(Sounds good and is complete regarding audience, but may be a bit long.) This specific article was published in a reader entirely made up of computer related material and written for use by first year college composition students. (Helps deepen the discussion of audience, but isn't terribly pertinent, might be cut later depending on length.)This purpose influences the argumentative style of heavy reliance on personal examples most readers can relate to and also the general language choices: easy to understand vocabulary, uncomplicated syntax, and conversationa...
“Digital and computer skills have become essential for nearly 80 percent of middle-skill jobs” (Soergel). With an increasingly technological society, the question of when young kids should be exposed to technology has been raised. Kids in wealthier societies have begun to explore technology at an extremely young age. Schools offer technological solutions to provide alternative learning pathways that keep kids interested in learning. These technologies have caused many different opinions from parents and students. Some people think that they cause distraction and schools should stick to paper and pencil, while others believe that they are needed in such a tech savvy world. The technology gives a surplus of freedom to students, but also places
As the world advances in technology, there are many benefits and disadvantages. In the school systems, students profit from having use of more technology. Then there are schools that have this technology and schools that don’t. There are classes that have it and classes that don’t. There are students in the same class that have access to various forms of technology and others that don’t have that luxury. There is not a definition of students at risk, but rather common characteristics: (a) children/youths from families living in poverty, (b) children/youths with different backgrounds (e.g., experiences, education, and origins), (c) children/youths of color, and (c) children/youths from limited English-speaking families (Davis & McCaul, 1990). Low achievement, poor attendance, low economic status, and attendance at schools with large numbers of students living in poverty contribute to the likelihood of not earning a high school diploma. But students at risk are also characterized as students who are likely to leave school without the necessary skills to succeed academically, socially, or vocationally in today's society. These students become victims in the sense that the likelihood of reaching their full potential is diminished. The digital divide is a problem that these students at risk face. It is a divide among household computer and internet access by race/ ethnicity, income, education, location, and disability. The purpose of this research paper is to analyze the inequities that exist with respect to children's educational technological opportunities (Means, 1997).
Of course, children do not have the choice of their income - but this is a major concern among the “digital divide.” One of the most common “digital divide” findings is of course the use of computers in schools. A nationwide survey was taken and the results follow: teachers suggest that, as of 1998, m...
Our world is changing gradually bringing these changes into people’s daily life styles; consequently, a person’s potential to embrace these challenges and revolutionize with them has become an important factor to analyze people’s way to prepare themselves for the future. According to Gilbert Valdez, educational technology, especially computers and computer-related peripherals, have grown tremendously and have permeated all areas of our lives. It is incomprehensible that anyone today would argue that banks, hospitals, or any industry should use less technology. Most young people cannot understand arguments that schools should limit technology use. For them, use of the Internet, for example, plays a major role in their relationships with their friends, their families, and their schools. Teens and their parents generally think that use of the Internet enhances the social life and academic work of teenagers. Nonetheless, not all people has the possibility of changing towards a technological society due to the lack of personal progress through technology, and the misunderstanding of this tool is leading future professionals to become technologically dependant; in other words to rely only on technology without considering the possible consequences that it might have on future professionals development and their educational background. The overuse of educational technology has been growing over the recent years due to the emergent technological developments around the world; however, it can be solved by searching for a new balance between the uses of technology within education.
Subrahmanyam, K. (2000). The Impact of Home Computer Use on Children’s Activities and Development: The Future of Children and Computer Technology, 10(2), 123-143. Retrieved from http://www.cs.cmu.edu/afs/cs/Web/People/kraut/RKraut.site.files/articles/subrahmanyam00-Compute%26kids.pdf
Before a child even starts playing on a computer they need to understand how a computer works, how to use disks, how to start and use a particular program, and how handle CD ROMs. Borgh (1993) states that once these skills have been established, children should then be give opportunities to interact with the computer. Papert (1998) stresses that computers have an impact on children when the computer provides concrete experiences, children have free access and control the learning experience, children and teachers learn together, teachers encourage peer tutoring, and teachers use computers to teach powerful ideas. In addition, computers enhance children’s self-concept, and children demonstrate increasing levels of verbal communication and cooperation with others. Children share leadership roles more frequently and develop positive attitudes toward learning.[2]
The divide as discussed in terms of the United States points out that many jobs in developed nations require computer knowledge. Computers have become rapidly, in historical terms, a vital part of everyday life. “In 1990, 22% of all homes in the United States had a personal computer. This percentage increased to 63% by 2001, and in 2004, nearly 75% of all Americans had Internet access in their homes” (Bowles, 2013). Although this number is high, it indicates that 25% of Americans do not hav...
establish credit. In recent decades, women have struggled for a seat at the tables of power and fame- from the tennis courts to corporate boardrooms to the halls of Congress to the space shuttle. Today, the women's movement is in a new, complex phase. Women have slowly ascended to leadership roles in all sectors of the economy; however, each woman who makes it to the top of her field is usually alone once she gets there. Many of the issues for these women are the same, from questions of male domination to secret dialogue, to discrimination to pay inequalities. Because the fields and agendas are so diverse, no one simple, set of answers resonates across the board. It is clear, however, that women will be instrumental in leading corporations to new resolutions. This paper presents a range of perspectives on gender and information technology (IT). The aim is to present some of the major debates and critiques of IT to highlight some important issues of concern for women in leadership rolls.
Will the usage of computers in a classroom setting result in adverse effects on young future generations? No doubt, for years has this been an ongoing argument concerning the educational system. Because computer use is promoted in schools, and because computers are so ubiquitous, children have a great deal of exposure to them. Not everyone, however, is comfortable with the use of computers by young children. Educators, Professors, Parents, and School Board affiliates have each developed their own thoughts, opinions and concerns concerning this matter. Professor David Gelernter’s published article “Computers Cannot Teach Children Basic Skills” warrants concern of the use of computers in a classroom, additionally generating serious consideration to its possible adverse effects in the student’s academic learning. Although technology is said to aid a child’s academic learning, consequently it can cause great repercussion, moreover resulting in severe outcomes in safety, and social emotional development.
Even though information communication technology and the internet provide vast, novel and exceptional opportunities for development of humanity and empowerment in a wide range of areas starting from business, education, and health sectors they are also one of the major aspects toward economic and social discrepancies across a variety of social and economic groups (Primo, 2003). Gender divide is, in particular, one of the main inequalities to be augmented by the extensive advancement in technology. All over the globe women are faced by numerous, economic, social and cultural challenges that hinder their right to use as well as benefits from information and communication technology. Primo (2003) points out that increasing the comprehension in addition to awareness of these obstacles, but most importantly of the benefits associated with the use of information and communication technology, are significant strategies aimed at linking the gender technological divide and as well towards transforming it into technological opportunity. If women are involved and engaged in the ICT sector on an equal base with men, this would lead to improvement of the livelihood of people and make it more sustainable, and as a result enhance the social and economic progression of societies. Due to the fact that women make up the largest economic workforce of both developed and developing countries, devising a solution to various issues affecting women in reference to access to and use of ICT would be beneficial to economies of these countries (Primo, 2003). Though the ease through which advancement in technology can transmit and distribute information for purposes of development is well known, women’s access to various technological gadgets cannot be presum...
As the first decade of the 21st century lingers on, one constant remains--technology rules the world. New products are released routinely allowing workers to work faster and smarter than ever before. The drive to excel is thrust on students daily and technology holds the key to a teenager’s future. With kids buying more iPods, cell phones, and laptops than ever before, one is driven to ask: “Should schools embrace technology and, perhaps provide each student with a laptop?” Gary Stager, from the Irving Independent School District believes “technology, as a tool, has the ability to drastically change teaching and learning, and when coupled with student laptops [available 24/7], our students will be empowered for their future”. In addition, many people believe that students perform better on standardized tests when every student has a laptop at his/her disposal. A one-to-one laptop program, sponsored by the school, would allow every student to own a laptop computer that would be loaded with productivity software (word processing, presentations, et cetera) and enable students to access the school’s wireless internet. Although technology is expensive, it should be used in high schools because technology plays such a significant role in society, a one to one laptop program should be embraced by all high schools.
Technology is present in every part of our daily lives whether it's related to personal, business, or educational endeavors. Most people agree that there is a need for the younger generation to understand how computers work for them. However, there is still a slight disconnect as to what computer skills are needed to be enforced on middle school/high school students and what they need to master to ensure survival once they leave high school.