Computer Course Enrollment, Home Computer Access, and Gender: Relationships to High School Students' Success with Computer Spreadsheet Use for Problem Solving in Pre-Algebra

Dugdale, Sharon; DeKoven, Elyon; Ju, Mi-Kyung

doi:10.2190/6uak-j8h1-5d49-jpac

Cited by 15 publications

(6 citation statements)

References 19 publications

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“…Au moment de commencer des études universitaires, les étudiantes et les étudiants ont donc un degré variable d'alphabétisation informatique (Larose, 1998;Larose, Lafrance, Grenon, Roy et Lenoir, 1998a, 1998b. Ce niveau d'alphabétisation dépend essentiellement des expériences antécédentes d'accès à un ordinateur et d'utilisation libre ou ludique de ses diverses fonctions (Dugdale, Dekoven et Ju, 1998). À leur tour, ces expériences sont fonction de l'origine ethnoculturelle et de la classe sociale d'origine des individus (Hawkins et Paris, 1997).…”

Section: Les Variables Qui Affectent Le Degré D'alphabétisation Informatiqueunclassified

Les technologies de l’information et de la communication en pédagogie universitaire et en formation à la profession enseignante : mythes et réalités

Larose

Dávid

Lafrance

et al. 2021

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Dans cet article, nous présentons dans un premier temps une revue de la littérature traitant des enjeux épistémologiques qui sous-tendent l'intégration des technologies de l'information et de la communication en pédagogie universitaire. Nous identifions ensuite l'impact de ces enjeux sur le recours aux TIC en formation à la profession enseignante. Enfin, nous présentons les résultats d'une enquête réalisée auprès du professorat de l'Université de Sherbrooke au regard du profil d'alphabétisation informatique, d'attitudes par rapport à l'informatique et des pratiques d'intégration des TIC en enseignement au premier cycle. Les résultats sont examinés à la lumière des conclusions que nous tirons de la revue de la littérature scientifique anglosaxonne.

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Section: Les Variables Qui Affectent Le Degré D'alphabétisation Informatiqueunclassified

Les technologies de l’information et de la communication en pédagogie universitaire et en formation à la profession enseignante : mythes et réalités

Larose

Dávid

Lafrance

et al. 2021

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“…The assessment focused only on content claims in the final product, ignoring context claims in the reports or other ways of measuring claims to truth made by students or other measures of student learning. The assessment explored differences between students who used manual and computer-based techniques but did not explore other factors that might affect any causal relationship between spreadsheets (Susman 1998), math aptitude, English language proficiency, and other background factors shaping students' experience doing the assignment (Dugdale, DeKoven, and Ju 1998). Generalizing to all planning students or speculating about causal mechanisms cannot be done on the basis of these findings alone.…”

Section: ᭤ Conclusionmentioning

confidence: 99%

A Critical Look at the Use of Computing Technologies in Planning Education

Urey

2002

Journal of Planning Education and Research

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Using John Forester’s elaboration of Habermas’s theory of communicative action, technological biases that result in the distortion of ordinary communication are explored. Planning instruction related to computing technologies should include critical appraisal of their potential for distortion of communication. The findings from an assessment reveal that students’ naive use of spreadsheet technologies increases the likelihood that analytic reports will be marred by distortions of communication. Planning students should be taught to anticipate systematic communication distortions that may arise as inevitable consequences of technological dimensions of everyday decisions. Further investigation is needed into the roles of computing technology in planning classrooms.

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“…Women are empowered technologically only through increased exposure to, and success with, technology. Such exposure can be provided through greater access to computers both at home and in the classroom [30]. Thus, the use of computers for college-level instruction may adversely affect women and members of low socio-economic groups, or it may provide opportunities for these individuals to increase their familiarity with computers.…”

Section: Potential Advantages and Disadvantages Of Conferencing Systemsmentioning

confidence: 99%

Implementing Computer Mediated Communication in the College Classroom

Clay-Warner¹,

Marsh

2000

Journal of Educational Computing Research

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The use of computer-mediated communication (CMC) in the college classroom was examined using survey data from eighty-nine undergraduate sociology students. Through pre-test and follow-up data, it was determined that most students were open to using CMC and that openness was highly correlated with later positive experiences with CMC. Through a series of OLS regressions, it was then established that students' rating of their CMC experience is shaped by their particular use of the system, as well as by whether or not CMC participation is required. Neither gender nor minority status were significantly related to CMC ratings, although this may be due to the similar class backgrounds of the students involved in the study.Computer-assisted instruction, in one form or another, is increasingly common at the college level. National survey data indicate that by 1995 nearly half of U.S. college faculty and students had regular experiences with information technology in the classroom [1]. Currently, colleges utilize computers in a variety of ways, such as for test-taking [2, 3]; promoting active learning through qualitative and quantitative data analysis [4][5][6]; as well as for classroom presentations [7][8][9]. A more recent development is the use of computer mediated communication (CMC) to enhance the college classroom. As defined by Santoro CMC is the "use of computer systems and networks for the transfer, storage, and retrieval of information among humans" [10, p. 11]. Computer mediated communication may take the form of multiple-use network systems as well as similar Web-based conferencing systems.These packages allow professors to create virtual classrooms where they post announcements, readings, lectures, and syllabi, as well as hold on-line office hours, lead class debates, and administer exams. The primary goals of such programs are to increase students' access to information, class materials, and the instructor, as well as encourage student discussion and participation. Computer mediated communication has been used to create courses that are taught exclusively on-line [11,12], as well as to enhance traditionally taught courses [13][14][15][16].Behind increased computer use at the college level lies a fundamental assumption: today's students are ready, willing, and able to embrace computer-assisted learning. Access to computers in high school and at home is higher than ever, although significant disparities exist in terms of computer access with respect to socio-economic status and between school districts across the country. As microcomputers become more powerful and less expensive, growing numbers of students are able to purchase home computers [17,18]. Not only are students familiar with the word-processing and game-playing functions of their computers, but more and more of today's high school students are internet literate as well [18]. By the time they reach college, many have already begun to use computers as learning tools [19]. Furthermore, educators at all levels are encouraged to implement computer-aided ...

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Computer Course Enrollment, Home Computer Access, and Gender: Relationships to High School Students' Success with Computer Spreadsheet Use for Problem Solving in Pre-Algebra

Cited by 15 publications

References 19 publications

Les technologies de l’information et de la communication en pédagogie universitaire et en formation à la profession enseignante : mythes et réalités

Les technologies de l’information et de la communication en pédagogie universitaire et en formation à la profession enseignante : mythes et réalités

A Critical Look at the Use of Computing Technologies in Planning Education

Implementing Computer Mediated Communication in the College Classroom

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