A case study of attitude and use of computer technology in one eighth-grade classroom
Randall Carter, University of Arkansas, United States
University of Arkansas . Awarded
The purpose of this study was to determine what factors caused a gender disparity in an eighth-grade computer technology classroom in a large-sized public school district in western Arkansas. A qualitative case study was conducted utilizing observations, interviews and reviewing current and historical documents at the case study site. Fifteen different observations were conducted in the computer technology classroom with the focus being on at least two of the four observed areas—individuals/groups, setting, language and interactions. The computer technology instructor, counselors, principal and eighth-grade enrolled and non-enrolled students were interviewed formally and informally. Reviewed documents were pre-registration forms and past and current enrollment forms.
At the case study site, it was determined scheduling conflicts played a large part in the enrollment disparity of the computer technology class. However, other areas indicated a difference in the attitude and use of male and female students and how they utilized their class time to work with computer technology.
Also, during the observation time period, male students received 71.43% of the computer technology instructor's assistance, while females received assistance 28.57% of the observed time. Teacher's questions were responded to by males 72% of the observed time, while females responded 28% of the observed time. Male students volunteered to assist in class 69% of the time compared to the females who volunteered 31% of the observed time.
Carter, R. A case study of attitude and use of computer technology in one eighth-grade classroom. Ph.D. thesis, University of Arkansas.
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