Digital Unity and Digital Divide

Finn, Seth; Inman, John G.

doi:10.1080/15391523.2004.10782417

Cited by 37 publications

(8 citation statements)

References 28 publications

(27 reference statements)

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“…Although these results seem to be at odds given the relationship between cognitive and affective learning (Rodriguez, Plax, & Kearney, 1996), prior research indicates that the integration of technology into the curriculum is often accompanied by difficulties, inconveniences, and oftentimes resistance from both teachers and students (Barak, 2007;Barak et al, 2006;Pahl, 2003). Nonetheless, prior research indicates that technology can improve learning outcomes when utilized effectively (Barak et al, 2006;Bui et al, 2012;Finn & Inman, 2004), and experience with the technology is often what changes students' attitudes and predicts acceptance (Giannakos & Vlamos, 2013). Thus, as students' use of wireless devices in the classroom for academic purposes becomes more commonplace, we may see the overall effects change.…”

Section: Discussionmentioning

confidence: 84%

“…enhanced learning that can occur in the classroom when such devices are utilized effectively (Barak, Lipson, & Lerman, 2006;Bui, Myerson, & Hale, 2012;Finn & Inman, 2004). It appears to come down to how, or for what purposes wireless devices are being used in the classroom (Barak et al, 2006), which lies, at least to some extent, in the hands of the instructor.…”

mentioning

confidence: 99%

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Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning

Finn¹,

Ledbetter²

2014

Communication Education

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In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies that regulate laptops/tablets than cell phones, and though students want teachers to regulate the use of wireless devices for social reasons, they desire choice when it comes to use of devices for academic reasons. Further, as predicted in our model, teacher verbal aggressiveness and credibility mediate the relationship between teacher technology policies and student perceived cognitive and affective learning. We suggest that students desire both clarity and choice when it comes to use of technology in the classroom.

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Section: Discussionmentioning

confidence: 84%

mentioning

confidence: 99%

Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning

Finn¹,

Ledbetter²

2014

Communication Education

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“…The college student’s attention is in high demand. Educators seeking to engage students in the classroom must contend with a myriad of distractors, including social media, instant messaging, games, and email (Barak et al, 2006; Driver, 2002; Finn & Inman, 2004). These modern distractions have indeed been linked to negative educational outcomes (Campbell et al, 2006; McCoy, 2013; Ravizza et al, 2014).…”

Section: Mindfulness Meditation As a Potential Antidote To Distractionmentioning

confidence: 99%

Mindfulness meditation intervention in the college classroom: Mindful awareness, working memory, content retention, and elaboration.

Friedman-Wheeler¹,

Reese²,

McCabe³

et al. 2021

Scholarship of Teaching and Learning in Psychology

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The present study sought to determine if 5 min of guided mindfulness meditation at the start of class would lead to greater working memory and mindful awareness during class, and whether these improvements would in turn result in higher levels of content retention or elaboration. This study used a within-subjects crossover design, in which 172 undergraduate students were assigned to one of two groups. Each group meditated at the start of class for 4 weeks, while the other did not. Retention of that class's content was assessed weekly; elaboration, working memory, and mindful awareness during class were assessed at the end of each 4-week period. Repeated-measures ANOVAs revealed that participants did not show higher levels of working memory, mindful awareness, ability to elaborate, or content retention during the period in which they were meditating in class, as compared to the period in which they were not. Parallel mediation (MEMORE) models showed significant total effects on elaboration and content retention, but no significant direct or indirect effects, with the exception of direct effects of meditation on working memory. Brief mindfulness practice at the start of a college class session may not have expected cognitive benefits for students during class.

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“…To combat digital inequalities at higher education institutions, some colleges trialed or instituted initiatives that provided laptops to all incoming students, as was, for instance, done at a Western Pennsylvania college in 1994 (Finn & Inman, 2004). The results were positive attitudes of students toward the initiative and a diminishing of digital divides based on gender and field of study.…”

Section: Digital Inequalities In (Higher) Educationmentioning

confidence: 99%

Laptop or Bust: How Lack of Technology Affects Student Achievement

Reisdorf

Triwibowo

Yankelevich

2020

American Behavioral Scientist

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Research shows that digital divides and inequalities are related to lower socioeconomic status and detrimental to social and economic capital acquisition. Other studies show that use of information and communication technologies in the classroom can lead to worse academic performance. Nevertheless, many universities require that students own or buy a laptop, and many offer financial aid for students who cannot afford to buy one. As such, laptop ownership may be crucially tied to academic performance. Based on a large data set of incoming freshmen at a large public university in the United States, this article shows that not owning a laptop is negatively associated with overall college performance, even when controlling for socioeconomic background. Whereas we find that laptop ownership is not necessarily responsible for the higher performance of individuals in our broader sample, it could be beneficial to nonowners, which has implications for university policies seeking to provide institution-wide access to laptops and for universities’ broader interactions with students who do not own a laptop.

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Digital Unity and Digital Divide

Cited by 37 publications

References 28 publications

Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning

Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning

Mindfulness meditation intervention in the college classroom: Mindful awareness, working memory, content retention, and elaboration.

Laptop or Bust: How Lack of Technology Affects Student Achievement

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