The presence of a digital divide, computer and information technology
integration effectiveness, and barriers to continued usage of computer
and information technology were investigated. Thirty-four African
American and Caucasian American students (17 males and 17 females)
in grades 9-11 from 2 Georgia high school science classes were exposed
to 30 hours of hands-on computer and information technology skills.
The purpose of the exposure was to improve students' computer and
information technology skills. Pre-study and post-study skills surveys,
and structured interviews were used to compare race, gender, income,
grade-level, and age differences with respect to computer usage.
A paired t-test and McNemar test determined mean differences between
student pre-study and post-study perceived skills levels. The results
were consistent with findings of the National Telecommunications
and Information Administration (2000) that indicated the presence
of a digital divide and digital inclusion. Caucasian American participants
were found to have more at-home computer and Internet access than
African American participants, indicating that there is a digital
divide by ethnicity. Caucasian American females were found to have
more computer and Internet access which was an indication of digital
inclusion. Sophomores had more at-home computer access and Internet
access than other levels indicating digital inclusion. Students receiving
regular meals had more computer and Internet access than students
receiving free/reduced meals. Older students had more computer and
Internet access than younger students. African American males had
been using computer and information technology the longest which
is an indication of inclusion. The paired t-test and McNemar test
revealed significant perceived student increases in all skills levels.
Interviews did not reveal any barriers to continued usage of the
computer and information technology skills.
%0 Thesis
%1 brown2002
%A Brown, Gail Laverne
%D 2002
%J EdD thesis. Fielding Graduate Institute
%K imported
%P 220
%T Bridging the digital divide through the integration of computer and
information technology in science education: An action research study
%X The presence of a digital divide, computer and information technology
integration effectiveness, and barriers to continued usage of computer
and information technology were investigated. Thirty-four African
American and Caucasian American students (17 males and 17 females)
in grades 9-11 from 2 Georgia high school science classes were exposed
to 30 hours of hands-on computer and information technology skills.
The purpose of the exposure was to improve students' computer and
information technology skills. Pre-study and post-study skills surveys,
and structured interviews were used to compare race, gender, income,
grade-level, and age differences with respect to computer usage.
A paired t-test and McNemar test determined mean differences between
student pre-study and post-study perceived skills levels. The results
were consistent with findings of the National Telecommunications
and Information Administration (2000) that indicated the presence
of a digital divide and digital inclusion. Caucasian American participants
were found to have more at-home computer and Internet access than
African American participants, indicating that there is a digital
divide by ethnicity. Caucasian American females were found to have
more computer and Internet access which was an indication of digital
inclusion. Sophomores had more at-home computer access and Internet
access than other levels indicating digital inclusion. Students receiving
regular meals had more computer and Internet access than students
receiving free/reduced meals. Older students had more computer and
Internet access than younger students. African American males had
been using computer and information technology the longest which
is an indication of inclusion. The paired t-test and McNemar test
revealed significant perceived student increases in all skills levels.
Interviews did not reveal any barriers to continued usage of the
computer and information technology skills.
@phdthesis{brown2002,
abstract = {The presence of a digital divide, computer and information technology
integration effectiveness, and barriers to continued usage of computer
and information technology were investigated. Thirty-four African
American and Caucasian American students (17 males and 17 females)
in grades 9-11 from 2 Georgia high school science classes were exposed
to 30 hours of hands-on computer and information technology skills.
The purpose of the exposure was to improve students' computer and
information technology skills. Pre-study and post-study skills surveys,
and structured interviews were used to compare race, gender, income,
grade-level, and age differences with respect to computer usage.
A paired t-test and McNemar test determined mean differences between
student pre-study and post-study perceived skills levels. The results
were consistent with findings of the National Telecommunications
and Information Administration (2000) that indicated the presence
of a digital divide and digital inclusion. Caucasian American participants
were found to have more at-home computer and Internet access than
African American participants, indicating that there is a digital
divide by ethnicity. Caucasian American females were found to have
more computer and Internet access which was an indication of digital
inclusion. Sophomores had more at-home computer access and Internet
access than other levels indicating digital inclusion. Students receiving
regular meals had more computer and Internet access than students
receiving free/reduced meals. Older students had more computer and
Internet access than younger students. African American males had
been using computer and information technology the longest which
is an indication of inclusion. The paired t-test and McNemar test
revealed significant perceived student increases in all skills levels.
Interviews did not reveal any barriers to continued usage of the
computer and information technology skills. },
added-at = {2007-07-13T21:21:25.000+0200},
author = {Brown, Gail Laverne},
biburl = {https://www.bibsonomy.org/bibtex/2ea7a632eb3a5d8a71ccbf26c2667b6f1/communautique},
description = {Recherche inclusion},
interhash = {41b0d18b2c3b392a4010db7c095b8ef5},
intrahash = {ea7a632eb3a5d8a71ccbf26c2667b6f1},
journal = {EdD thesis. Fielding Graduate Institute},
keywords = {imported},
pages = 220,
timestamp = {2007-07-13T21:21:27.000+0200},
title = {Bridging the digital divide through the integration of computer and
information technology in science education: An action research study},
year = 2002
}