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Article Critique #3: Children and Educational Technologies: Article Critique and Synthesis

Sheza Naqi 80812118 ETEC 500 Research Methodologies in Education Instructor: Dr. Janet McCracken University of British Columbia March 14, 2012

Naqi 1 Introduction I will summarize, synthesize and make conclusions on three research studies dealing with children and educational technologies: Beck, N., & Fetherston, T. (2003), Miller, L. M., Schweingruber, H., & Brandenburg, C. L. (2001) and Tatar D. & Robinson M. (2003). I will draw connections between each of the articles based on the ideas of technology - as a motivator; as used to provide more learning opportunities for all students; and as a method to increase access to information. Summary and Critique Beck, N., & Fetherston, T. (2003). The Effects of Incorporating a Word Processor into a Year Three Writing Program The researchers explore the effects of word processing on the writing process and students attitudes towards traditional writing versus using a word processor. The researchers selected seven Year Three students in Western Australia, using convenience sampling. During a six-week study the students were required to complete two hand written and two word-processed pieces. The researchers gathered data through interviews with teachers and students, observations, field notes, document analysis and evaluation of writing samples. Beck and Fetherston constructed case studies through a series of interviews and a comparison of written work. Despite a fairly comprehensive literature review, the results of the study were significantly impacted by problems such as the teachers attitudes towards neat handwriting, the use of story starters in the software package Storybook Weaver Deluxe and convenience sampling from a split Year Three/Four class. The sampling bias caused by convenience sampling probably substantially affected the results, but these limitations were not reported. I found the article to be biased in favour of using word processing. Many students would see using a computer as a reward; the assistance of Storybook Weaver Deluxe would be more visually stimulating and motivating than handwriting, and the interview questions were too broad for the age group. Miller, L. M., Schweingruber, H., & Brandenburg, C. L. (2001). Middle School Students Technology Practices and Preferences: Re-Examining Gender Differences The aim of the survey was to explore gender differences in middle school students computer use. The authors conducted a survey in eight inner city and suburban middle schools in the Houston area covering all ranges of socio-economic status. The final sample of 512 students completed a 68-item questionnaire including closed and

Naqi 2 open answers in 30 minutes. The main conclusion is that self-perceived expertise, the patterns of computer use and content preferences are remarkably similar for both genders. The article demonstrates gender preferences in common types of activities such as gaming, while maintaining an overall vision of greater equality. While the research is effective in the sampling of different socio-economic groupings to test for differences in access, I found the study to have several deficiencies. The groups were selected from only urban and suburban Houston, rather than including a rural component. There are some shortcomings in their sampling, since the bias seems to favour the girls (56.6%) over the boys (43.4%). Another problem is that the set of questions used in the questionnaire are not available in the publication. Furthermore, a definition of terms could have also assisted in greater validity of the study, such as clarification of the socio-economic divisions based on Free/Reduced Lunch sampling. Tatar, Denise & Robinson, Mike (2003). Use of the Digital Camera to Increase Student Interest and Learning in High School Biology Tatar and Robinson conducted a research study that attempted to discover how using digital cameras in science lab activities effects high school students learning and motivation. The researchers employed an experimental approach in their study, which compared learning outcomes of two biology classes in a low socio-economic area located in the United States. The two classes were given lab activities to complete during the course of two sessions. The experimental group was provided with digital cameras and instructions to use them during the lab process. The control group was not given digital cameras. Three days following the lab sessions, both groups were given a quiz containing process and content questions similar to those completed during their lab assignments. In addition to using the quiz to measure student learning, Tatar and Robinson recorded anecdotal observations on student engagement and motivation in the lab activities. Tatar and Robinson argued that their anecdotal observations support the claim that the use of digital cameras in the science labs increased student motivation and interest. Additionally, Tatar and Robinson asserted that results from the process questions on the quiz favour the experimental group. The authors made a significant error reporting the results of the second lab content questions, which prevented them from recognizing that the experimental groups out-performed the control group in this area. Additionally, the study suffers from a small sample size: two classrooms in a single school are not enough for accurate results, and the results would not easily be duplicated. More specifically, it was not clear if the students were playing closer attention to the lab and process simply because they were excited about using the cameras as they were a novelty.

Naqi 3 Synthesis The three articles highlight the ideas of technology as a motivator to counteract student indifference, technology as a means to increase learning by providing wider opportunities, and the use of technology to increase access to information. Beck and Fetherston show that technology increased student motivation, since students were more willing to write and were more creative with a word processor. Miller et al. also provide support for this idea as they emphasize the need to use a computer to access the benefits of technology. They also present the challenge of creating digital materials that will attract and keep student attention. Tatar and Robinsons study indicated that students were motivated to take more time in setting up the experiments carefully since it involved using a digital camera to record their actions. Student indifference is problematic for educators, especially when todays students are inundated with media. Throughout the different articles, particularly in the Miller et al., technology provides wider opportunities. Also prevalent is that the Internet and technology is pervasive in overcoming the digital divide between gender and economic barriers, while also being an excellent education delivery method. Even in Beck and Fetherston, the greater visual stimulus of the Storybook Weaver software, enabled students to change the way they think about the process of writing. The necessity of access to information to provide great opportunities for learning and to prepare students for a global society connected through the Internet is an idea presented in all the studies. Miller et al. studied the use of a computer at home and the growing confidence among both genders to participate in accessing and using technology. In their introduction, Tatar and Robinson also discuss that technology is necessary in the classroom, and access to more technology has to be carefully determined so as to motivate students and provide greater access. Conclusion Utilizing and accessing technology is a challenge for all educators and students, as we move from a paradigm shift from an industrial and paper-based classroom to a digital, interconnected and media-based learning environment. Further research needs to be done, as described by Miller et al., into the development of quality digital materials that are interactive and assist the learner in acquiring new knowledge and skills. Being able to address learning needs and approach information in ways that are inclusive and motivational, as well as enriching is a challenge that all educators face.

Naqi 4 References Beck, N., & Fetherston, T. (2003). The Effects of Incorporating a Word Processor into a Year Three Writing Program. Information Technology in Childhood Education Annual, 139-161. Miller, L. M., Schweingruber, H., & Brandenburg, C. L. (2001). Middle school students technology practices and preferences: Re-examining gender differences. Journal of Educational Multimedia and Hypermedia, 10(2), 125- 140. Tatar, D. & Robinson, M. (2003). Use of the Digital Camera to Increase Student Interest and Learning in High School Biology. Journal of Science Education and Technology, 12(2), 89-95.

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