Millennial Learners and Net-Savvy Teens? Examining Internet Use among Low-Income Students

Autor/inn/en	Greenhow, Christine; Walker, J. D.; Kim, Seongdok
Titel	Millennial Learners and Net-Savvy Teens? Examining Internet Use among Low-Income Students
Quelle	In: Journal of Computing in Teacher Education, 26 (2010) 2, S.63-68 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-2454
Schlagwörter	Focus Groups; Internet; Low Income Groups; Use Studies; Mass Media Use; Information Technology; Information Literacy; Trend Analysis; Incidence; Student Surveys; Access to Information; High School Students; After School Programs; Age Differences; Gender Differences; Generational Differences + Suchen Sie Ihr Suchwort? Benutzerschulung; Mediennutzung; Informationstechnologie; Informationskompetenz; Trendanalyse; Vorkommen; Schülerbefragung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt
Abstract	This paper discusses access and use of information and communication technologies among urban high school students from low-income families, a topic of great interest to teacher educators, educational policymakers, and others concerned with digital literacy instruction. Recent reports from national digital learning initiatives have portrayed today's teens as digital natives--youth who are constantly online, perceive themselves as Internet-savvy, and prefer technology-enhanced learning experiences. However, this portrait may not be true for all learners. This study investigated trends in Internet use among students from low-income families compared to national trends. In the spring of 2007, students from low-income families responded to a survey assessing their access to the Internet, frequency and type of use, and capacity to use the Internet. The researchers also conducted focus groups with students. In this paper, we discuss findings and implications for teachers seeking to understand similar students' Internet access, use, and capacity and suggest implications for digital literacy instruction, technology policy, and teacher education. (Contains 2 tables and 3 footnotes.) (As Provided).
Anmerkungen	International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10