g3 marshall use of digital technology
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High School Students
use of DigitalTechnology and theirMeasures ofAcademic Progress
Tech-savvy as a predictor ofMeasures of Academic Progress(MAP)
Dylan Marshall11th August 2012
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Aim To develop a structural model to
examine whether tech-savvy constructpredicts measures of academicprogress in math, reading and language
for high school students
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Literature Review: The Tech-savvy
construct
Tech-savvy students use digital
technologies to communicate, do classwork, and multitask (Dolezalek, 2003).
Tech-savvy students are digital natives ornative speakers in the language ofcomputers are used to receiving andmanipulating information using digitaltechnology (Prensky, 2001).
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Literature Review: Tech-savvyConstruct
Tech-savvy students like being connected
and are interactive in their use of digitaltechnology (Sherry & Fielden, 2005).
Tech-savvy students have high levels ofcomputer knowledge and literacy (Craig &Stein, 2000).
Tech-savvy students use digital technologyfluently both inside and outside the academiccontext (Bennet & Maton, 2010).
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Literature Review: Digital technology &academic attainment
Positive Effects of Digital Technology use
on academic attainment:
Computer self-efficacy, and attitudetowards computersclosely related toacademic attainment (Yalcinlap, 2005)
Self-regulationimportant to be a successfuluser of digital technology in learning (Lee,
2008)
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Literature Review: Digital technology &academic attainment
The qualityof digital technology use a key
factor in academic attainment(Lei & Zhao,2007)
Readingand writingachievement showed aconsistent increase when students use digitaltechnologies (Conyers et al. 1999)
Students who are less anxioususing digitaltechnologies are have better language
abilities(Rahimi & Yadollahi, 2010)
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Literature Review: Digital technology &academic attainment
Developing digital technology study skills
led to significant increase students GPAcompared to a control group (Tuckman,2001)
A meta-analysisof over 700 studies found
positive gains in academic attainment withstudents who collaboratedand developedhigher order thinkingusing digital
technology (Schacter, 1999)
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Literature Review: Digital technology &academic attainment
No Effect/ Negative Effects of Digital Technology use
on academic attainment: Attitude towards computers independentof cognitive
style and not a predictor of academic attainment (Altun& Cakan, 2006)
No correlationsfound between academic/nonacademic internet use and self- regulation and
academic attainment (YangKim, 2009)
Connecting to other learners using digital technology
not relatedto student academic attainment (Yang &Tang, 2003)
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Literature Review: Digital technology &academic attainment
Longitudinal study found use of digital
technology had no effecton mathematicsstandardized attainment (Jackson et al., 2006).
Learning oriented digital technology useunrelatedto academic attainment(Young,2006).
Excessive use of digital technology in learninglowersgrades (Austin & Totaro, 2011)
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Hypothesis
The Connection, Adaptionand Controldimensions of Tech-savvy construct
positively predict Reading, MathandLanguageMeasures of AcademicAttainment (MAP) scores
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Procedure
1. EFA to in order undercover the factor
structure of the the Tech-savvy Scale
2. CFA to assess reliability and validity of
the Tech-savvy Scale3. SEM Analysis of Tech-Savvy and
Measures of Academic Progress (MAP)
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Results: EFA
Tech- savvy Scale 21 items 3 factors
Connection:The tech- savvystudent uses digital technologyeffectively to connect withinformation and other people in theirlearning.
Adaptation:The tech- savvy studentadaptsdigital technology to suit theirown learning needs.
Control:The tech- savvy studentexercises control in their use ofdigital technologies in their learning.
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Results: CFA
(standardized)
GFI .916
(good)
CFI .928
(good)
RMSEA.045 (lessthan .05 isgood)
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Results: Structural Analysis
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Results: Structural Analysis
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Discussion
The data was analyzed using
structural equation modeling (SEM)and the proposed model had a fair fit(RMSEA .08; CFI.97).
When taken as one factor Tech-savvyscale score did not predict academic
attainment (p>0.05).
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Discussion
The connection factor of the Tech-savvy Scale positively predicted
academic attainment in language(p
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Discussion
Even through students may have high
self efficacy when it comes to using digitaltechnology they still need to be taught tobe more self-regulated in their use of
digital technology. The relationship between students use of
digital technology and their academicattainment is complex.
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ReferencesAltun, A., & Cakan, M. (2006). Undergraduate Students Academic Achievement, Field Dependent/Independent Cognitive
Styles and Attitude toward Computers. Educational Technology & Society, 9,1, 289-297.
Austin, W., & Totaro, M. W. (2011) High school students' academic performance and internet usage.
Journal of Economics and Economic Education Research. 12, 1.
Bennett, S., & Maton, K. (2010). Beyond the digital natives debate: Towards a more nuanced understanding of students
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Craig, A., & Stein, A. (2000). Where are they at with IT? Australasian Transition Students(1999). In Proceedings of the
Seventh International Conference on Women, Work and Computerization. (June 8-11, 2000, pp.86-93). Vancouver,
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Conyers, J.G., Kappel, T., & Rooney, J. (1999). How technology can transform a school. Educational Leadership, 56.
Dolezalek, H. (2003). Tech-savvy students. Training, 40, 20.
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Jang, H., & Tang, J. (2003) Effects of Social Networks on Students Performance: A Web-Based Student Forum Study in
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ReferencesLei, J., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers and Education,49, 284296.
Prensky, M. (2001). Digital Natives, Digital Immigrants. MCB University Press: Bradford, UK.
Schacter, J., & Fagnano, C. (1999). Does Computer Technology Improve Student Learning and Achievement? How,
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Sherry, C., & Fielden, K. (2005). The millennials: Computer savvy (or not?). Higher Education in A changing World, 489-
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Tuckman, B. W. (2001). The Strategies-for-Achievement Approach (stACH) for Teaching "Study Skills."Paper presentedat the Annual Meeting of the American Research Association, Seattle, WA.
Yalcinlap, S. (2005). Study of Students' Self-Efficacy, Performance and Attitudes Towards Computers and Internet in a
Computer Literacy Course at Freshman. Paper presented at the European Conference on Educational Research,
University College Dublin.
YangKim, S. (2009). The relationship among self-regulation, internet use, and academic achievement in a computer
literacy course. Unpublished Doctorial Dissertation. Accessed 1st April 2012 from http://udini.proquest.com/view/the-
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