# 2012 ASQ Advancing the STEM Agenda in Education, the Workplace and Society Session 1-1

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7 Table 2: Student Technology Access and Use Survey, Select School Results Ethnicity African- American Question 3: Students that have enough computer access to complete school assignments Question 5: Students that have enough computer access to complete school assignments outside of school Question 7: Students that have internet access at home 71.4% (n = 360) 65.1% (n = 330) 73.4% (n = 372) White 75.0% (n = 27) 55.6% (n = 20) 91.7% (n = 33) All Students 72.3% (n = 410) 64.9% (n = 370) 75.3% (n = 429) Figure 1: Student Technology Access Locations for School Survey results indicate a significant difference in internet access for students based on ethnicity. We found 91.7% of White students from the research school had internet access at home, compared to 73.4% of African-American; 18.3% internet access gap. Comparing this to national results from a few years prior shows a similar gap for all comparison groups (U.S. Department of Commerce, 2009). For the high school subgroup, 93.2% of White students had internet access at home, compared to 77.0% of African-American; 16.2% internet access gap (see Figure 2). The similarity in results between the research school and national comparison group is striking. 7 University of Wisconsin-Stout July 16-17, 2012

11 APPENDIX A - STAUS INSTRUMENT 11 University of Wisconsin-Stout July 16-17, 2012

12 12 University of Wisconsin-Stout July 16-17, 2012

13 13 University of Wisconsin-Stout July 16-17, 2012

14 14 University of Wisconsin-Stout July 16-17, 2012

15 APPENDIX B - ADMINISTRATOR SURVEY QUESTIONS Technology Access and Use at an Emerging Urban STEM High School Principal/Program Facilitator Interview Questions 1. How are students selected for this school? 2. What prerequisites are there for students attending this school? 3. How did this school acquire the technology that students use? 4. Describe the major pieces of hardware used on a regular basis by teachers and students. 5. Describe the major software packages used on a regular basis by teachers and students. 6. What 21st Century Skills does this school incorporate into the curriculum? 7. What support mechanisms are in place for students needing additional time or training with the technology? 8. What is the documented poverty rate at your school? How does this impact instruction? 9. Describe your school s connections to the statewide and/or national STEM networks of schools. 10. What are some of the major project-based learning (PBL) activities for students at your school which integrate technology? 15 University of Wisconsin-Stout July 16-17, 2012

16 REFERENCES Becker, H. J Who's wired and who's not: Children's access to and use of computer technology. The Future of Children, 10(2), Carstens, R., Ed, & Pelgrum, W. J Second information technology in education study: SITES 2006 technical report. Amdsterdam, NL: International Association for the Evaluation of Educational Achievement. Chisholm, I., Carey, J., & Hernandez, A Information technology skills for a pluralistic society: Is the playing field level? Journal of Research on Technology in Education, 35(1), 58. Christensen, R., & Knezek, G Self-report measures and findings for information technology attitudes and competencies. In (pp ). Boston, MA: Springer US. doi: / _21. Clifton, N. S An examination of home and school technology access and usage in relation to urban high school students and the achievement gap. Harvard University). Corn, J., Stallings, T., Stanhope, D., Townsend, M., Patel, R., Argueta, R., & Kleiman, G Governor Perdue's North Carolina student learning conditions (SLCS); survey validation study - phase II. Raleigh: North Carolina State University. DiMaggio, P., & Hargittai, E From the 'digital divide' to 'digital inequality': Studying internet use as penetration increases. Princeton, NJ: Princeton University Center for Arts and Cultural Policy Studies. Downes, T., & Pogue, T Adjusting school aid formulas for the higher cost of educating disadvantaged students. National Tax Journal, 47(1), Frederick, R. & Shockley, K Culturally responsive uses of technology: A portrait of three teachers working in urban schools. Electronic Journal for the Integration of Technology in Education, 7(1), Garland, V. E., & Wotton, S. E Bridging the digital divide in public schools. Journal of Educational Technology Systems, 30(2), Hanover Research K-12 STEM education overview. Washington, DC: Hanover Research. Knezek, G., & Christensen, R The importance of information technology attitudes and competencies in primary and secondary education. In International handbook of information technology in primary and secondary education (pp ). Boston, MA: Springer US. doi: / _19. Nevens, T. M Fast lines at digital high. IEEE Spectrum, 38(4), doi: /mspec Panhandle Area Education Consortium Student technology survey. Phillis, W. L Ohio's school funding litigation saga: More money and some new buildings but the same unconstitutional school funding structure. Journal of Education Finance, 30(3), 313. Ringstaff, C., & Kelley, L The learning return on our educational technology investment: A review of findings from research. San Francisco, CA. Roblyer, M., & Knezek, G New millennium research for educational technology: A call for a national research agenda. Journal of Research on Technology in Education, 36(1), 60. Sivin-Kachala, J., Bialo, E. R., & Langford, J The effectiveness of technology in schools: '90-'97 report. New York, NY: Software Publishers Association. SPSS Statistics Release Version , SPSS, Inc., 2009, Chicago, IL, (available at: TechTerms.com from 16 University of Wisconsin-Stout July 16-17, 2012

17 Sersion, B. L., & Stevens, D.M Student technology access and use survey (STAUS). U. S. Department of Commerce Current population survey. Washington, DC: Census Bureau. U. S. Department of Education Computer and internet use by students in 2003: Statistical analysis report. Washington, D.C.: National Center for Education Statistics. U. S. Department of Education Transforming american education: Learning powered by technology. national education technology plan, (No. ED512681). U. S. Department of Education. U. S. Department of Education Digital nation: Expanding internet usage. Washington, D.C.: National Telecommunications and Information Administration. Walker, V. A The great technology divide: How urban schools lose. The Education Digest, 62(6), 47. Warschauer, M Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press. Warschauer, M., & Matuchniak, T New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), Yin, R. K Case study research: Design and methods. Los Angeles, CA: Sage Publications. AUTHORS INFORMATION Brian L. Sersion is a program evaluator and research analyst at Cincinnati Public Schools, Research and Evaluation Department. He holds a MS in Quantitative Analysis from the University of Cincinnati (1999) and BS in Geological Sciences from Ohio University (1988). Brian is an ASQ Certified Quality Engineer and his leadership in the Statistics Division has led to numerous awards from the Society. He can be contacted at: Douglas M. Stevens is a doctoral student at the University of Cincinnati in educational studies and teaches English and technology at Hughes STEM High School, part of Cincinnati Public Schools. His current research focuses on technology access and equity, student voice empowerment, and school organizational culture with a focus on relational theory and teacher leadership. He can be contacted at: 17 University of Wisconsin-Stout July 16-17, 2012

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