Computer use by School-Age Children: Trends, Patterns, and Predictors

Rocheleau, Bruce

doi:10.2190/mhur-4fc9-b187-t8h4

Cited by 82 publications

(48 citation statements)

References 7 publications

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“…Ho and Lee (2001) found that male computer users who spent more time on computer-mediated communication, surfing the Internet and doing homework tended to have greater perceived social support. Rocheleau (1995) also reported that heavier computer users were similar to other students in social activities. Research relating to computer users who primarily play games has elicited mixed results.…”

Section: Social Developmentmentioning

confidence: 86%

“…Whilst the evidence is mixed, it does appear that computers can enhance academic performance. Home computer ownership has been shown to be positively related to performance on standardised academic tests (Rocheleau 1995, Attewell and Battle 1999, Harrison et al 2002, Attewell et al 2003, Borzekowski and Robinson 2005. Effect sizes vary, with Harrison et al (2002) and Attewell et al (2003) describing modest but positive effects, while Borzekowski and Robinson (2005) report a more substantial effect.…”

Section: Cognitive Developmentmentioning

confidence: 99%

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Principles for the wise use of computers by children

2009

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Computer use by children at home and school is now common in many countries. Child computer exposure varies with the type of computer technology available and the child's age, gender and social group. This paper reviews the current exposure data and the evidence for positive and negative effects of computer use by children. Potential positive effects of computer use by children include enhanced cognitive development and school achievement, reduced barriers to social interaction, enhanced fine motor skills and visual processing and effective rehabilitation. Potential negative effects include threats to child safety, inappropriate content, exposure to violence, bullying, Internet 'addiction', displacement of moderate/vigorous physical activity, exposure to junk food advertising, sleep displacement, vision problems and musculoskeletal problems. The case for child specific evidence-based guidelines for wise use of computers is presented based on children using computers differently to adults, being physically, cognitively and socially different to adults, being in a state of change and development and the potential to impact on later adult risk. Progress towards child-specific guidelines is reported. Finally, a set of guideline principles is presented as the basis for more detailed guidelines on the physical, cognitive and social impact of computer use by children. The principles cover computer literacy, technology safety, child safety and privacy and appropriate social, cognitive and physical development. The majority of children in affluent communities now have substantial exposure to computers. This is likely to have significant effects on child physical, cognitive and social development. Ergonomics can provide and promote guidelines for wise use of computers by children and by doing so promote the positive effects and reduce the negative effects of computer-child, and subsequent computer-adult, interaction.

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Section: Social Developmentmentioning

confidence: 86%

Section: Cognitive Developmentmentioning

confidence: 99%

Principles for the wise use of computers by children

2009

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“…Comber et al (1997) found that in the older age group in their research, the boys used the computer at school more than the girls but that such a difference did not exist in the younger students (aged 11 and 12). A long-term study in the United States (Rocheleau, 1995) showed that the initial significant difference in computer use by girls and boys in the highest classes of primary education gradually diminished until it was no longer significant in 1992. Neither Doornekamp (1993) nor Durndell and Thomson (1997) found gender differences in the use of computers at school.…”

Section: Accessmentioning

confidence: 99%

Gender Equity and Information Technology in Education: The Second Decade

Volman¹,

Eck²

2001

Review of Educational Research

268

163

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This article presents a review on gender differences and information and communication technology (ICT) in primary and secondary education. First the rapid development of the use of ICT in education is outlined. Then the topics of access to computers, computer-related learning processes, and educational outcomes are discussed. The review also provides insight into the background of gender differences in participation in computer activities and performance in relation to ICT. The research reviewed focused on the role of teachers and fellow classmates, on the different approaches of girls and boys to ICT, and on the preferences of girls regarding the structure and design of software. The research also analyzed the complex meaning of computer attitudes as both a cause and a consequence of differences in the participation and performance of girls and boys. The extent and nature of these differences vary from application to application.

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“…Recent studies of how people learn to use computers from the social developmental perspective concern various issues. These issues can be grouped into the following categories: (1) Internet addiction (Davis, Smith, Rodrigue, and Pulvers, 1999;Griffiths, 1997;Young, 1996), (2) social identity and personality (Turkle, 1984(Turkle, , 1995Ike, 1997), gender difference and stereotype (Rocheleau, 1995;Schott and Selwyn, 2000), (3) computer anxiety and phobia , (4) social interaction and socialization (Crook, 1992;Freeman and Somerindyke, 2001;Lawhorn, Ennis, and Lawhorn, 1996;McKenna, 1999), and (5) life intrusion, privacy, and on-line predators (U. S.…”

Section: Human Development and Learning To Use Computersmentioning

confidence: 99%

How children and adults learn to use computers: A developmental approach

Yan

Fischer

2004

New Directions for Child and Adolescent Development

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What is the relation between information technology and human development? This is one of the big questions for contemporary developmental scientists. An enormous research literature has documented how information technologies shape human development cognitively (Papert, 1980(Papert, , 1993, socially (Turkle, 1984(Turkle, , 1995, and physically (Harwin and Haynes, 1992). However, how human beings, particularly ordinary children and adults, master information technology cognitively (understanding the Internet, for example), socially (such as building social network), and physically (for example, learning to use a mouse) has not yet been studied adequately and systematically. As a result, dynamic reciprocal interactions between information technology and human development have been often oversimplified as a static one-way process in which information technology controls human beings. While computer scientists are designing human-centered computers that adapt to people rather than the other way around (Dertouzos, 2001), developmental research will soon fall far behind the technological advances if the research continues to focus on how technology affects people rather than on how people interact with technology.We thank Joshua Smith and Heping Hao for their feedback on the early version of this chapter

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Computer use by School-Age Children: Trends, Patterns, and Predictors

Cited by 82 publications

References 7 publications

Principles for the wise use of computers by children

Principles for the wise use of computers by children

Gender Equity and Information Technology in Education: The Second Decade

How children and adults learn to use computers: A developmental approach

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