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.

Citation

Kim, S. & Chang, M. (2008). Computer Use in Diverse Learning Contexts in ELS 2002: Gender, Race and Earner-Centeredness Effects and Implications. Journal on School Educational Technology, 3(4), 55-65. Retrieved August 7, 2024 from https://www.learntechlib.org/p/194198/.

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Keywords

• African American Students
• American Indian Students
• Asian American Students
• Computer Uses in Education
• gender differences
• Grade 10
• High School Students
• Hispanic American Students
• Learner Controlled Instruction
• Longitudinal Studies
• Mathematics Achievement
• Multiple Regression Analysis
• Predictor Variables
• Racial Differences
• technology integration
• Theory Practice Relationship
• White Students