Sally Beisser

Digital citizenship: parameters of the digital divide

This study presents results from a 2002 Midwest urban random sample survey (N = 167 adults). It is proposed that attitudes toward technology have a direct impact on digital citizenry and are colored by racial and educational differences. A path model showed several key results. Desire for computer skills increased among respondents with lower levels of educational attainment. Respondents with higher levels of education were more likely to use computers at home andwork. Non-Whites were more likely than Whites to agree that technological information is key to citizen empowerment and that computers should be accessible to all citizens, as well as reporting increased interest in learning computer skills. Interest in developing computer skillswas positively associated with digital citizenship. Viewing technology as a source of informational powerwas positively related to support for digital government and to support for computer access equity.

An Examination of Gender Differences in Elementary Constructionist Classrooms Using Lego/Logo Instruction

Abstract Gender disparity exists in many educational environments despite conscientious attempts to equalize opportunities and outcomes. Research studies indicate females are less likely to effectively engage in the use of technology for problem solving. However, in a two-year study of a Midwest elementary multi-age classroom, researchers studied computer-using activity of grade 1–5 students using Lego/ Logo technologies. Teachers put in practice learning strategies that encouraged both sexes to engage in computer-oriented problem solving. Through an experimental design, observation, and teacher assessment, the results suggest that, in practice, females demonstrate significant gains in self-efficacy using computer technology in this computer-rich classroom and report positive perceptions of self. Girls report more positive assessments of female technological competence and current computer use while boys do not waver from a belief in male technological superiority. Observation and teacher assessment indicate females are solving problems without asking for help. Furthermore, girls suggest that males are not more technologically savvy than they are. Girls also indicate that boys were not more likely to be adult computer users. On the other hand, boys report only a slight shift in their gendered beliefs.

E-Political Empowerment: Age Effects or Attitudinal Barriers?

Abstract Results of data from a 2003 national computer-assisted telephone interview random sample survey (n= 478 completed surveys were returned) are reported. Adult respondents living in Colorado, Iowa, and Pennsylvania were eligible for participation. Of respondents 55 and older, 49% had a home computer, 46% used e-mail, and 43% used the Internet. For seniors 75 and older, 19% had a home computer, 15% used e-mail, and 19% used the Internet. A fully saturated structural equation model with observed variables was estimated. Our survey results leave little doubt that demographics (age, education), attitudes toward the role of technology (IT advantages, computer apathy), and behavior (use of technology in daily life) play a role in determining patterns of electronic citizenship. Most (74%) of the negative total effect of age on e-politics was indirect, as was nearly half (47%) of the effect of education on e-politics. Since attitudes toward technology are formative barriers to digital citizenship, service-learning may be a key ingredient in challenging technological attitudes and increasing electoral participation of marginalized groups.

Balancing Passion and Priorities: An Investigation of Health and Wellness Practices of Secondary School Principals.

Given the increased attention on school-based programs to decrease obesity and emphasize fitness among children, there is an alarming lack of attention on health and wellness of school administrators. This study investigated the work-life balance, health, and nutrition status of secondary administrators in one Midwest state using an online survey. Results indicated disparity between administrators’ perceived responsibility to foster healthy school environments and their personal wellness modeling. Stress levels and years of experience were found to affect wellness modeling.

An Investigation of Play: From the Voices of Fifth- and Sixth-Grade Talented and Gifted Students

The purpose of this study was to explore the concept of play through the eyes of talented and gifted (TAG) fifth- and sixth-grade students. Three focus groups consisting of fifth- and sixth-grade TAG students were conducted in one urban, one suburban, and one rural school district in the Midwest. Students were asked to describe the value of play in the cognitive, physical, and social domains. Additional open-ended questions were asked about the importance of play and its relevance to their lives. From these results, an online survey was created. Data from an additional 162 fifth- and sixth-grade TAG respondents substantiated that play is a significant activity for learning and socializing in the general classroom, gifted programs, and outside their classrooms. Despite its importance, students experienced structural barriers for time to play. Putting the Research to Use Results of this study hold implications for teachers to acknowledge the value of play as a tool for learning. Children see play as a renewal activity. They see play as motivating and as a way to increase attention, retention, and focus in learning. Children emphasized that play develops teamwork and problem-solving skills. Play enhances meaningful activities in the talented and gifted program as well as the general classroom. Results of this study suggest that parents should acknowledge their children’s need for play in all three domains (cognitive, physical, and social) and allow time for self-directed play after school with limits on scheduled activities.

Hybrid Online Coursework to Enhance Technology Competencies of School Principals

SUMMARY This paper describes a hybrid online graduate-level course designed for future administrators to examine programs and principles of school curriculum. The course was designed and taught at a medium-sized private university in the Midwest. The hybrid course involved both face-to-face, on-campus meetings and use of Web-based courseware. While administrators do not necessarily perceive themselves as leaders in technology in schools, participants in this study acknowledged that the completion of a hybrid online course increased their willingness to engage in technology, to encourage technology initiatives, and to support teachers in integrating technology in the teaching and learning process.