Sharon Judge

Closing the Digital Divide: Update From the Early Childhood Longitudinal Study

The authors examined the progress made toward equitable technology access and use over childrens first 4 years of school. The sample consisted of 8,283 public school children who attended kindergarten, 1st, and 3rd grades. In 3rd grade, high-poverty schools had significantly more computers for instruction and a smaller ratio of children to computers than did low-poverty schools. Over the first 4 years of school, however, children attending low-poverty schools had significantly more access to home computers than did those attending high-poverty schools. Childrens use of computers during 3rd grade differed by school-poverty status. Results indicate that access to, and use of, a home computer, the presence of a computer area in classrooms, frequent use of the Internet, proficiency in computer use, and low-poverty school status were correlated positively with academic achievement. In contrast, frequent use of software for reading was correlated negatively with reading achievement.

Digital Equity: New Findings from the Early Childhood Longitudinal Study

Abstract This study examined young children’s differential access to computers in school and home and the varying conditions that affect how children experience computers. The sample consists of 9,840 public school children who attended kindergarten and first grade. Lower and higher poverty schools are about equally likely to have computers available for children when they start their formal schooling. However, the findings suggest that the digital gap starts to widen as children move into first grade. Even though children’s access to most computer resources at school increased from kindergarten to first grade, children attending higher poverty schools had significantly fewer computers and software programs available. Young children’s use of computers in their classrooms differed by school poverty status.

Developmental recovery and deficit in children adopted from Eastern European orphanages.

This research examined the degree of developmental recovery during the 1st year of placement in a sample of 124 children adopted from Eastern European orphanages. At the time of adoption, substantial growth and developmental delays were identified, with about half below the 5th percentile on weight and on height. Results indicated that there was considerable catch-up in all areas at postadoption. However, older, later placed children exhibited more developmental delays compared with earlier adopted children. Regression analysis revealed that the degree of developmental delay at the time of adoption, along with the duration of time spent in the adoptive home and age at adoption placement, predicted significant amounts of variance associated with developmental catch-up. In contrast, weight and height at time of adoption were not related to childrens development postadoption.

Constructing an Assistive Technology Toolkit for Young Children: Views from the Field

Assistive technology is guaranteed by law to be included when appropriate on individualized education plans (IEP) for young children with disabilities. Yet, the full potential of technology remains unfulfilled due to insufficient knowledge of options available, limited professional development, and a dearth of evidence on its effectiveness for particular daily routines and activities. This article describes a proactive strategy for meeting the needs of young children with disabilities through an assistive technology toolkit approach. Surveys were completed by 38 early childhood special education professionals to assess what assistive technology tools are most useful for working with young children with disabilities. Results indicated that communication and low-technology devices were considered most useful. Discussion focuses on the effectiveness of an assistive technology toolkit that supports the learning, language, and motor development of young children with disabilities.

The Impact of Computer Technology on Academic Achievement of Young African American Children

Abstract This study examined the relationship between academic achievement of young African American children and access to and use of computers in their school and home. The sample consists of 1,601 African American public school children who attended kindergarten and 1st grade. Results indicate that access to and use of a home computer, computer area in classrooms, child/computer ratio, software, and computers in school were positively correlated with academic achievement. In addition, frequent use of software for literacy, math, and games was positively correlated with academic achievement during kindergarten. High achievers were found to use software for literacy and math more frequently than both low and average achievers during kindergarten.

The Impact of Early Institutionalization on Child and Family Outcomes

ABSTRACT This research examined the impact of early institutionalization on child and family outcomes among 159 children adopted from orphanages during the first year of placement. At the time of adoption, substantial developmental delays were identified, but at post-adoption many delays had been made up. However, about one third of the children still exhibited speech and language delays and later placed children exhibited more parent-reported behavior problems. The findings show that families positively influence their childrens development and that adoption has for the most part been very successful.

Longitudinal Outcomes for Mathematics Achievement for Students with Learning Disabilities

ABSTRACT Using longitudinal data from the first 6 waves of the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K), the authors examined mathematics achievement and growth trajectories by learning disability (LD) subgroups. The 2-level (time–student) growth curve model showed that lower levels of mathematics achievement were already evident at kindergarten entry for all subgroups of students identified as LD during the elementary school years. Results indicate that students with LD as a group made smaller gains in mathematics than students without disabilities. This finding underscores the need for early identification combined with frequent assessment of progress and responsive instruction.

Faculty integration of technology in teacher preparation: outcomes of a development model

This article reports on a faculty development model that uses a variety of approaches and strategies to help faculty restructure their curricula and effectively model technology integration for their students. A multifaceted model, funded in part by the Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative, was implemented at The University of Tennessee, Knoxville. The model included training, technical and collegial support, access, and incentives. Questionnaires and qualitative data indicated substantive changes in faculty expectations and assumptions regarding technology as well as increases in faculty and student technology skills and the degree to which faculty members integrate technology into their curricula. The model helped to facilitate the collaborative efforts of a cadre of faculty to model and integrate technology throughout their teacher preparation programs.

Implementing Partnerships Across the Curriculum with Technology

Abstract As the number of computers accessible to students and teachers has increased, there has been a growing emphasis on integrating technology across the curriculum. Even though schools increasingly invest in new technologies, the actual use of computers in classrooms remains limited. This paper examines a model developed to guide the implementation of a Preparing Tomorrow’s Teachers to use Technology (PT3) project and its capacity to promote improvement of teachers’ ability to integrate technologies into their instructional practice. The essential conditions, identified by ISTE, provided the foundation on which this model was developed. Emphasis was placed on access, professional development, support, incentives, and assessment, with the remaining conditions embedded within. The findings indicate that the model was effective in improving teachers’ technical skills and their ability to integrate technology into instructional practice.

Assistive Technology Training at the Pre-Service Level: A National Snapshot of Teacher Preparation Programs

The Individuals with Disabilities Improvement Act mandates that every student with an Individualized Education Program be considered for assistive technology (AT). As a result, future special educators need to have the knowledge and skills regarding AT. In this article, the authors report findings from a national study of special education teacher preparation programs using archival document analysis on the current practice of AT course delivery for the preparation of special educators. Findings indicate that AT training at the pre-service level may not be adequately addressed. Approximately one third of undergraduate special teacher licensure programs, 28% of initial postbaccalaureate licensure programs, and less than 25% of mastersdegree programs require AT coursework. In addition, licensure in severe and moderate disabilities requires an AT course more frequently than other types of certification programs. The findings have important implications for future practices in special education teacher preparation.