Abstract
The purpose of this study was to determine the extent of technology usage in public schools having high minority student enrollment and in public schools having low minority student enrollment. Specifically, our interest was in determining the extent to which technology usage differed by region of the country for minority enrollment. Three statistical differences were reported for percent minority and region in computer use to read, write, and spell, to learn math, and for science concepts. Computer use to read, write, and spell had the highest frequency among schools having 50% or more minority student enrollment, but less than 75% minority students in the Northeast, whereas the West and the Midwest followed in computer use frequency. The lowest frequency of computer use was found among schools having 50% or more, but less than 75% minority students in the South. Computer use to learn math had the highest frequency among schools in the West whereas the Midwest and the Northeast followed in computer use frequency. The lowest frequency of computer use was found among schools having 50% or more, but less than 75% minority students in the South. Computer use for science concepts had the highest frequency among schools in the West and Midwest, regardless of percent minority population. The lowest frequency of computer use was found among schools having 75% or more minority students in the Northeast and in schools having 50% or more, but less than 75% minority students in the South. Implications of these findings are discussed.
Recommended Citation
Juarez, Manny and Slate, John R.
(2007)
"Computer Use Differences as a Function of High or Low Minority Enrollment: A National Comparison,"
Essays in Education: Vol. 20:
Iss.
1, Article 7.
Available at:
https://openriver.winona.edu/eie/vol20/iss1/7
Unique Identifier
WSUEIE2007SPslate
