Urban Adolescent Students and Technology: Access, Use and Interest in Learning Language and Literacy

Autor/inn/en	Li, Jia; Snow, Catherine; White, Claire
Titel	Urban Adolescent Students and Technology: Access, Use and Interest in Learning Language and Literacy
Quelle	In: Innovation in Language Learning and Teaching, 9 (2015) 2, S.143-162 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2014.882929
Schlagwörter	Adolescents; Urban Areas; Grade 6; Grade 7; Grade 8; Middle School Students; Low Income Groups; Access to Computers; Technology Uses in Education; Ownership; Social Media; Computer Mediated Communication; English Language Learners; Telecommunications; Handheld Devices; Laptop Computers; Surveys; Statistical Analysis; Massachusetts + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Urban area; Stadtregion; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Eigentum; Soziale Medien; Computerkonferenz; Telekommunikationstechnik; Laptop computer; Laptop; Computer; Digitalrechner; Survey; Umfrage; Befragung; Statistische Analyse; Master-Studiengang
Abstract	Adolescents today have vastly different opportunities to learn and process information via pervasive digital technologies and social media. However, there is scant literature on the impact of these technologies on urban adolescents with lower socioeconomic status. This study of 531 urban students in grades 6-8 used a self-reported survey to collect information about (1) students' access to and frequency of using desktop, laptop and tablet computers, and mobile phones, (2) their ownership of mp3 players, iPods, touch pads, cellphones, and smartphones, (3) whether they had accounts with any of 10 communication and social media platforms, and (4) their interest in using Facebook, Twitter, YouTube, and text messaging for language and literacy learning purposes. Students reported significantly more access to these technologies at home than school. Grade 8 students had the most access to cellphones and laptop computers, and were most likely to own smartphones. English language learners indicated a significantly higher interest in using social media for language and literacy learning than their native English-speaking peers. The results indicate a great potential to integrate technology strategically with language instruction for urban adolescent students with linguistically diverse backgrounds. The educational implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06