Secondary school students' use of computers at home

British Journal of Educational Technology (Impact Factor: 1.54). 09/1999; 30(4):331 - 339. DOI: 10.1111/1467-8535.00123


This article presents the results from a survey of students in Year 9 in secondary schools in England (ie, aged about 14 years) which investigated access to computers at home, frequency and duration of use, the applications used and students' reasons for using a computer at home. Responses showed that the majority of students had access to a computer, although few had one for their sole use. The most widely used applications were games/adventures and word processors. There were significant gender differences in access to computers at home, frequency of using computers and the applications that students spent most time using.

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    • "What are the effects of gender and SES on home ICT access, use and usage as well as parenting practices? In contrast to previous research on gender difference (Selwyn, 1998; Harris, 1999; Moghaddam, 2010), it is perhaps not surprising that no gender difference was observed in access and use. This study does not claim to be able to make a conclusion since gender gap in computing is a complex problem which requires a great deal of further research. "
    American Educational Research Association (AERA), Philadelphia, Pennsylvania; 04/2014
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    • "The impact and use of ICT in the home, in relation to school/university use, has been investigated at primary (e.g., Mumtaz, 2001), secondary (e.g., Harris, 1999) and university (e.g., van Braak, 2004) level. For example, it was found that 16–19-year-old students using computers at home had significantly more positive attitudes towards using computers (Selwyn, 1998), while 77% of 14-year-old students had access to a personal computer at home which they used several times a week (Harris, 1999). Access to and use of a computer at home resulted in higher self-efficacy among university students (van Braak, 2004). "
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    ABSTRACT: This paper discusses the compilation of an instrument in order to investigate pre‐service early childhood teachers’ views and intentions about integrating and using computers in early childhood settings. For the purpose of this study a questionnaire was compiled and administered to 258 pre‐service early childhood teachers (PECTs), in Greece. A confirmatory factor analysis was conducted and a one‐factor model was accepted. Our results revealed very strong links between PECTs’ views and intentions, being indistinguishable. Students expressed positive views‐intentions and this constitutes one way forward towards the integration of information and communications technology in the classroom. From the path analysis model, direct and indirect links were shown between PECTs’ views‐intentions and the year of study as well as other computer use‐related variables. Year of study and computer self‐efficacy had a significant effect on PECTs’ views‐intentions. Access to a computer at home had an indirect impact on PECTs’ views‐intentions via computer self‐efficacy and years of experience with computers.
    Technology Pedagogy and Education 07/2009; 18(2):201-219. DOI:10.1080/14759390903003837 · 0.68 Impact Factor
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    • "Table 1 illustrates the point, by showing how rather than solely students' socioeconomic profile, it is gender, and also to an extent a combination of gender and lower socio-economic status, which appears to impact on lower levels of use. It has been noted in a number of studies that girls do indeed have lower levels of use and access to technologies than boys, both in and out of school (Harding, 1997; Harris, 1999; McNamee, 1998; Roe and Muijis, 1998). This inequality is probably most visible in girls' and women's continuing under-representation in technology subjects and workplaces (Carter and Kirkup, 1990; Greenfield, 144 Sociology Volume 42 ■ "
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    ABSTRACT: The article seeks to explore the significance of class membership among young people in the so-called internet age. Internet access and use in Britain has remained by and large concentrated in wealthier households, underlining, at an aggregate level, a clear link between individuals' socio-economic background and their use of the internet.A somewhat contradictory statement emerges, however, from recent claims made by techno-enthusiasts, and apparently young people themselves, about the existence of a digital generation.This generational label suggests that young people today are, irrespective of their background, growing up with a sense of digital expertise, where class boundaries have become obscured. The article discusses this apparent contradiction, based on a study of young internet users.The findings suggest that, while class boundaries can be affected by internet use, the impact of this use remains nonetheless short lived and unlikely to significantly impinge on young people's social mobility in the future.
    Sociology 02/2008; 42(1):137-153. DOI:10.1177/0038038507084829 · 1.35 Impact Factor
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