Dividing at an early age: the hidden digital divide in Ohio elementary schools

Computers are now a ubiquitous part of US elementary school education. With policy reports suggesting that inequities in information and communication technology (ICT) access across US schools are a thing of the past, investigating how such resources and their use may nonetheless continue to vary becomes all that much more important. Through a survey of a statistically representative sample of teachers in Ohio, this research examined computer use among third grade students, including in relation to an array of ICT resources and other key factors. The results indicated that such use was more sophisticated among students in affluent suburban schools when compared to students in all other locations, including various rural and urban locations. These differences were correlated with numerous ICT resource discrepancies. Overall, the discrepancies in ICT use and resources can be understood as not only symptomatic of persistent, broader social inequalities, but also factors that reinforce such inequalities as well.     

Evaluating the use of computers in science assessment: Considerations and recommendations

The use of computers in science assessment is viewed through the eyes of the program evaluator by examining six considerations: (1) purpose of computer use in assessment, (2) value of program evaluation models, (3) possible harmful side effects of assessment, (4) nature of imbedded questions, (5) definition of treatment, and (6) computers and the classroom context. Following a discussion of the considerations, four recommendations are offered in regard to continuing to study the use of computers for assessment (examples provided), utilizing the ideas contained in program evaluation models, capitalizing on several interesting, novel possibilities for evaluation design, and combining qualitative and quantitative techniques (mixed methodologies) into the evaluation procedures.     

Conceptually enhanced simulations: A computer tool for science teaching

In this paper, we consider a way computer simulations can be used to address the problem of teaching for conceptual change and understanding. After identifying three levels of understanding of a natural phenomenon (concrete, conceptual, and metaconceptual) that need to be addressed in school science, and classifying computer model systems and simulations more generally in terms of the design choices facing the programmer, we argue that there are ways to design computer simulations that can make them more powerful than laboratory models. In particular, computer simulations that provide an explicit representation for a set of interrelated concepts allow students to perceive what cannot be directly observed in laboratory experiments: representations for the concepts and ideas used for interpreting the experiment. Further, by embedding the relevant physical laws directly into the program code, these simulations allow for genuine discoveries. We describe how we applied these ideas in developing a computer simulation for a particular set of purposes: to help students grasp the distinction between mass and density and to understand the phenomenon of flotation in terms of these concepts. Finally, we reflect on the kinds of activities such conceptually enhanced simulations allow that may be important in bringing about the desired conceptual change.     

Reading Across Mediums: Effects of Reading Digital and Print Texts on Comprehension and Calibration

This study explored differences that might exist in comprehension when students read digital and print texts. Ninety undergraduates read both digital and print versions of newspaper articles and book excerpts on topics of childhood ailments. Prior to reading texts in counterbalanced order, topic knowledge was assessed and students were asked to state medium preferences. After reading, students were asked to judge under which medium they comprehended best. Results demonstrated a clear preference for digital texts, and students typically predicted better comprehension when reading digitally. However, performance was not consistent with students' preferences and outcome predictions. While there were no differences across mediums when students identified the main idea of the text, students recalled key points linked to the main idea and other relevant information better when engaged with print. No differences in reading outcomes or calibration were found for newspaper or book excerpts.     

On-Line “Chat Room” Tutorials—An Unusual Gender Bias in Computer Use

Research into gender bias in attitudes, access, and effectiveness associated with computers has produced conflicting results, resulting in conflicting opinions as to whether a technological gender gap favoring male students exists. No previous study, however, has ever demonstrated a preference for female use of a particular computer application. This work describes gender differences in the use of on-line (chat room) tutorials by non-traditional chemistry students enrolled in distance learning sections of a general chemistry course. Higher percentages of female students participated in the on-line tutorials and they participated with greater frequency than male students. Furthermore, the correlation between frequency of participation and course performance was higher among the female students. Various explanations for this unusual gender bias are offered, and the conclusion that the diversity of computer applications available today requires that research into gender bias refrain from viewing the computer as a single entity is supported.     

The Computer as Scaffold,Tool and Data Collector: Children Composing with Computers

This paper looks at children’s approaches to music composition using advanced music software. The data indicate that the software allowed children different ways of looking at their compositions: visually, musically and aurally. The paper explores the notion of the computer as a scaffold with reference to the Swanwick and Tillman (1986) stages of musical development, seeking to investigate different ways of demonstrating children’s musical development. The paper also discusses the way the software can be used as an analysis and data collection tool.     

Interactive learning environments and games

Undergraduate psychometrics classes often use computer-intensive active learning projects. However, little research has examined active learning or computer-intensive projects in psychometrics courses. We describe two computer-intensive collaborative learning projects used to teach the design and evaluation of psychological tests. Course evaluations were significantly above the department average, and students perceived the projects as effective in meeting course objectives and improving computer skills. Grades on these projects were unrelated to self-reported computer background, suggesting that all students can succeed at computer-intensive projects when instructors provide adequate support and create a collaborative learning environment.     

New Roles and Responsibilities for the University Library

Abstract

Academic libraries with public access computers are faced with the challenge of balancing patron privacy rights with accountability and system security. What should libraries do when a patron uses a public Internet connection to send harassing email messages or hack into a remote network, or into the library's own system? This article examines the conflicting values of privacy and security. It examines patron authentication as a security measure and the safeguards that should accompany such a system. Several options are offered for addressing this dilemma. A summary of university appropriate use policies is presented with recommendations and a sample policy statement.     

Archive Fever

Abstract

The science of cartography went through revolutionary changes in the post-World War II period. In the near future the new types of artifacts and materials produced by the cartographers of this period will form the basis for the study of the history of modern cartography. Computer software, new computational devices, computer hardware, and complex mathematical algorithms all need to be preserved in a way that allows researchers access to the concepts and techniques that make up the cartography of today and the future. The following paper is a case study in the preservation of collections that are typically not part of the traditional materials found in map libraries. Although this paper is pragmatic in nature and focuses in particular on the software and algorithms found in the John Snyder Collection of satellite mapping materials now in the Library of Congress, it also addresses the many conceptual and theoretical problems that arise in the preservation of what the author calls “foundational collections” in the history of cartography.     

Reference Librarianship

Abstract

Changes in the practice of Reference Librarianship as well as some practical and philosophical traits for success in this field in the 21st Century are discussed. There are brief summaries of specific elements of technological change that quite likely will have major impacts on library service delivery and some discussion of historical trends that have or have not prepared the field of librarianship to meet the demands of service in the coming decade.