Article Critique #2
Diana Wilkes
Middle school students’ technology practices and preferences: Re-examining gender differences
Written by: L.M. Miller, H. Schweingruber & C.L. Bradenburg
ETEC 500, Research Methodology in Education, Section 66C, UBC
Student Number: 18562090 Dr. Clifford Falk June 28, 2010
L.M. Miller, H. Schweingruber and C.L. Bradenburg wrote the article entitled “Middle school students’ technology practices and preferences: Re-examining gender differences”. The study attempts to demonstrate that the previously assumed gender gap witnessed with computer use is diminishing due to more equitable access to ICT equipment and internet connectivity. They also speculate that the speed of technology acculturation will culminate in decreased gender-biased IT outcomes at home, in schools and even in the workplace.
This research used quantitative data collection in the form of a questionnaire. A diverse socio-economic population of 512 middle school students aged 11-15 (57%-female, 43% male) completed the survey. The study took place between October 1998 and April 1999 and used a survey of sixty-eight questions for students to answer within thirty minutes. The focus of their data gathering included:
1. Self-perception of computer skills and their acquisition;
2. Exposure to technology at home; and
3. Media style and content preferences.
They intended to determine the validity of the previous postulation that females are more taciturn to embrace technology; and their findings disprove this supposition. Through their questions they ascertained: that all students have a positive attitude towards their ICT ability and disposition for technology acquisition; most students have access to computers at home (with minimal support from mom and/or dad) and at school; and that females like different media styles (females enjoy arcade games vs. males who prefer simulation games) and have different content preferences than their male counterparts. Ultimately, their research demonstrates the decreasing digital divide between the sexes.
Although it is interesting to see how much of their research contradicts previous studies, serious holes in their methodology exist. First of all, although their methodology did involve the use of focus groups to assist in creating suitable open and closed questions about their three central themes, we are dealing with a rather extensive pencil and paper questionnaire and the target population is children. Thus, I question the reliability of their data because surveying young people can be unreliable due to their pension for pleasing adults. Secondly, their scope really is too broad. They should have narrowed it perhaps to focus on how the students use ICT in their unguided time. A possible approach could have involved logging what students do each day over an extended period of time (week or month) as this would be more detailed and accurate data compared to a one off question-answer/rate me questionnaire. I have additional issues regarding the scope of their analysis which includes a somewhat random comparison of: ICT to TV; advantaged students to disadvantaged students; and the use of technology independently or with support. The researchers have too many variables. Third of all, they make their comparisons to outdated research, especially when referring to gender differences of internet use, from ten years prior. Since the net only started reaching homes from about 1994 onwards this was an invalid comparison.
In addition, their conclusions lack a clear correlation to the research undertaken. I question why they refer to transforming how technology is used to promote learning in the best way when this is not really any part of their current research? They also found only slight gender differences in ‘self-perceived’ usage of computers and with ‘technology exposure at home’ which is not a stunning conclusion.
On the other hand, this article has some obvious strengths. The central reason for the research: girls were assumed to have less access than boys to computers therefore stunting their acculturation, was disproven. They also use a variety of previous research to compare and contrast with their own findings; their research proves their hypothesis that the technological gender gap is narrowing; and they identify potential challenges which suggest ideas for future research.
In conclusion, the research demonstrates that the gender gap is closing in terms of technology accessibility and use since both genders independently use computers frequently at school and at home. However, the way that technology is used is different by gender. For example girls seem to prefer cards/arcade games while boys gravitate to action/simulation games. Therefore, future research on how to use technology effectively by gender is warranted.
WORD COUNT 688
References:
Miller, L. M., Schweingruber, H., & Bradenburg, C. L. (2001). Middle school students’ technology practices and preferences: Re-examining gender differences. Journal of Educational Multimedia and Hypermedia, 10(2), 125-140.