Computer Use in Diverse Learning Contexts in ELS 2002: Gender, Race and Earner-Centeredness Effects and Implications

Autor/inn/en	Kim, Sunha; Chang, Mido
Titel	Computer Use in Diverse Learning Contexts in ELS 2002: Gender, Race and Earner-Centeredness Effects and Implications
Quelle	In: Journal on School Educational Technology, 3 (2008) 4, S.55-65 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	High School Students; Grade 10; Mathematics Achievement; Gender Differences; Racial Differences; Computer Uses in Education; Learner Controlled Instruction; Technology Integration; Multiple Regression Analysis; Longitudinal Studies; Predictor Variables; Hispanic American Students; Asian American Students; White Students; African American Students; American Indian Students; Theory Practice Relationship + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Rassenunterschied; Computernutzung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; African Americans; Afroamerikaner; Theorie-Praxis-Beziehung
Abstract	This paper examines the relation between computer use in diverse learning contexts and math achievement, and the gender and ethnicity-based differences in that relation. The study selected learner centeredness as a meaningful pedagogy in using computers because of its importance in technology-based learning. Along with the emerging notion of the importance of learner control in learning environments, technology has been expected to enable learner-centered learning environments. Moreover, learning models (including learner centeredness) suggest an important framework for successful integration of technology into teaching and learning. The study employs multiple regression models to 15,430 10th grade students from the Education Longitudinal Study 2002 (ELS: 2002), a US nationally representative database. The results confirm the significant effects of computer use in diverse contexts on student academic performance and its differential effects for gender and race. In particular, computer use for schoolwork was a significant predictor of math achievement for 10th graders, especially for Caucasian students. The effects of female students' computer use for their own learning in math were lower than those for males; these effects were pronounced in the Hispanic and Asian groups. The study results have implications for the theory and practice of computer use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01