From hackers to luddites, game players to game creators: Profiles of adolescent students using technology

Upitis, Rena

doi:10.1080/002202798183620

Cited by 17 publications

(19 citation statements)

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“…Kafai 2002). Fewer empirical studies focused on cultural differences or equity: the only ones we found are the quasi-experimental studies by Freedman and Liu (1996) and by Royer et al (1994), and the case studies by Chisholm (1995), Maurer and Davidson (1999), DeVoogd (1998) and Upitis (1998). The study by Hativa et al (1993) is the only study on SES differences.…”

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confidence: 97%

“…Another way to promote self-confidence and provide support is to encourage students to help each other (Selby & Ryba 1994;Upitis 1998) or to work with expert students (Selby & Ryba 1994;DeVoogd 1998;Maurer & Davidson 1999;Gillani 2000). Especially when working with expert students it is important that the experts have been trained in the social aspects of helping others (Maurer & Davidson 1999).…”

Section: Self-confidencementioning

confidence: 99%

“…The extent to which students seek support from classmates seems to be related to differences between students. Upitis (1998) found that students who were not eager to use the computer in the classroom did not ask for help from their classmates, or were unaware of the help their peers could provide. This is in contrast to students who liked the computer and/or used it frequently.…”

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confidence: 99%

“…Many authors mention the importance of clear and immediate feedback and good scaffolding support in general (Selby & Ryba 1994;Adler 1999;Gillani 2000). But according to Agusto (2001), boosting the self-confidence of students is especially important for girls to counteract gender-related selfdoubt when working with computers.Another way to promote self-confidence and provide support is to encourage students to help each other (Selby & Ryba 1994;Upitis 1998) or to work with expert students (Selby & Ryba 1994;DeVoogd 1998;Maurer & Davidson 1999;Gillani 2000). Especially when working with expert students it is important that the experts have been trained in the social aspects of helping others (Maurer & Davidson 1999).…”

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Inclusiveness and ICT in education: a focus on gender, ethnicity and social class

Heemskerk

Brink

Volman

et al. 2005

Computer Assisted Learning

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General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. AbstractThis paper presents the results of a literature review on gender, ethnic and socioeconomic status differences related to ICT in primary and secondary education. The review was conducted in order to develop an index for analysing the inclusiveness of educational ICT applications. The research question was: 'How and to what extent do the characteristics of educational ICT tools enhance or inhibit learning for different groups of students?' A discussion of both research-and practice-oriented literature results in a proposal for such an index. The paper concludes with a discussion of various dilemmas associated with the idea of the index, and of the ways in which it may be used in research and educational practice. Keywords:gender, ICT use, primary and secondary education, race/ethnicity, social class IntroductionIn recent years, ICT has acquired a place in education, as it has in most other sectors of society. Since the 1980s many computer applications have been developed for educational use -programs for drill and practice, instructional programs, and simulations are now available for many school subjects. Besides these, a number of general programs have found their way into the classroom, where they are being used as learning or work tools (e.g. word processing programs, databases and spreadsheets). More recently, email and Internet access have become available to schools. Not only are these ICT applications seen as substituting for existing learning tools, but they are also being used to promote a new kind of learning in which teachers support and coach students' learning processes instead of merely transmitting knowledge to them (e.g. de Corte et al. 1996; Bransford et al. 1999). Simulations and multimedia programs, for example, offer opportunities to engage students in solving 'real' problems encountered in daily life. The Internet makes it possible to provide problems and assignments that are realistic and up to date, and facilitates communication with the world outside the school. ICT also facilitates differentiation and individualization in education: it makes it possible to tailor both the content and the presentation of the subject matter to the individual backgrounds, experiences and needs of studen...

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Inclusiveness and ICT in education: a focus on gender, ethnicity and social class

Heemskerk

Brink

Volman

et al. 2005

Computer Assisted Learning

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“…This is not to ignore or to romanticise the reality, or the image of poverty or disadvantage; rather, it is to invite a consideration of the multiple realities and the diversities that are collected together under any single label. Rena Upitis (1998) provides an excellent example of a close reading of the diversity that underlies the generalisations made possible by studies like that of Meredyth et al (1998). She studied the response of a class of Grade 7 and 8 students in a Canadian school to the introduction of four networked computers into their classroom over a 1-year period.…”

Section: Looking For Rays Of Hopementioning

confidence: 93%

Information technology skills development and the new problematik

Taylor

1999

Pedagogy, Culture & Society

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Learning in school and out: Formal and informal experiences with computer games in mathematical contexts

Yelland

2003

IFIP Advances in Information and Communication Technology

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This paper presents the results of a study investigating the mathematical understandings, social processes and features of computer software that most appealed to children of primary school age. The study was conducted in both school and after-school contexts where computer games were used in different settings. The data reported here pertain to the out-of-school component of the study. The children attended a suburban primary school in a large urban area in Australia, and, in the after-school program located on the site, were free to choose and use the software in any way that they desired. The results of the study revealed that the children enjoyed games that had a narrative content and activities that went beyond those of traditional mathematical tasks. They preferred playing games that were problem-solving tasks, such as puzzles or spatial activities. They interacted frequently across age and gender, and indicated that they recognised the mathematical content of the majority of the games presented to them. The study highlights some major differences between in-school and after-school uses of computers, and suggests that the informal context was not only conducive to learning but also afforded opportunities for the children to interact in new and dynamic ways.

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From hackers to luddites, game players to game creators: Profiles of adolescent students using technology

Abstract: Journal of Curriculum StudiesPublication details, including instructions for authors and subscription information:

Cited by 17 publications

References 13 publications

Inclusiveness and ICT in education: a focus on gender, ethnicity and social class

Inclusiveness and ICT in education: a focus on gender, ethnicity and social class

Information technology skills development and the new problematik

Learning in school and out: Formal and informal experiences with computer games in mathematical contexts

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