Classroom observations of middle school students' technology use in mathematics

School Science and Mathematics, Jan 1996 by Huang, Shwu-Yong L, Waxman, Hersholt C

An important limitation of the research on technology use in schools is related to the measurement of "technology use." Many studies assessing technology use have relied on self-report data from administrators, teachers, technology coordinators, and students (Becker, 1991; Owens, 1993; Owens & Waxman, 1994; Pagni, 1991-92; Picciano, 1991). These types of data, however, are often unreliable and tend to be upwardly biased in the diction of over reporting the actual amount of technology use. Because of the many criticisms of self-reported assessments of technology use, it is important to observe the actual extent to which technology is used in classrooms and to look specifically at the technology use of individual students because it may differentiate the academic success or failure of these students.

Sex and Ethnicity Differences in Technology Use

Another important issue that needs to be addressed related to technology use in schools is the equity of opportunity for students using technology. Several studies, for example, have found that female students rreport using technology significantly less than males in science and mathematics classes (Collis, Kass, & Kieren, 1989). Furthermore, there are studies that have found sex inequities favoring males during classroom instruction related to technology (Koontz, 1991). Several other research studies have reported similar differences between secondary school male and female students' use of technology (Arenz & Lee, 1990; Culley, 1988; Voogt, 1987). Although there is some evidence that sex-related differences related to technology do exist, few studies have specifically examined differences between male and female students' use of technology within the same mathematics classrooms.

There are also similar concerns that affect students from different ethnic groups since some studies have found that minority students have less access to computers than majority students (Office of Technology Assessment, 1988). Again, few studies have examined ethnicity-related differences on students' use of technology within mathematics classrooms rather than comparisons across schools.

Purpose of the Study

There have been a few studies that have used systematic classroom observations to investigate technology use in schools (Copley & Williams, 1992, 1993; Williams, Copley, Huang, & Bright, 1993), but these studies have not specifically examined the amount of time during which individual students used technology nor the differences among individuals or groups of students on the amount of time spent using technology in their classes. In other words, these studies have been generic (i.e., generalizing across grade levels and across all types of students), rather than specifically focused on the behaviors of use or individual characteristics of students (e.g., grade and ethnicity).

The purpose of this study is address the need for observational research on technology use in middle school mathematics. The objective of the present study is to systematically observe the technology used in middle school mathematics classrooms by students from different ethnic groups, sexes, and grade levels. More specifically, this study examines the amount of technology used by middle school students in mathematics and investigates whether there are significant differences by grade level, sex, and ethnicity.