Computer availability explains almost half of between-school differences in student computer use, with the strongest relationship in schools with insufficient access¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2007: baselines and conditions change

Subclaims¶

q2 i? Computer availability explains about 45 percent of the school variance in student computer use beyond demographic and student-level characteristics. → Holly M. Hart 2002 q2 i? Small improvements in computer availability are associated with substantial increases in student use, especially in schools with limited access. → Holly M. Hart 2002

Evidence¶

Holly M. Hart 2002¶

Holly M. Hart, Elaine Allensworth, Douglas L. Lauen, Robert M. Gladden. (2002). Educational Technology: Availability and Use in Chicago's Public Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/educational-technology-its-availability-and-use-chicagos-public-schools

q2 · i? · associational · r2

Quantitative analysis of district survey and administrative data reports that availability accounts for "about 45 percent of the school variance" in student use; the brief also states "Small improvements in computer availability are associated with substantial increases in student use, especially in schools with limited access." No standardized effect size is printed.

"Computer availability explains about 45 percent of the school variance in student computer use beyond schools' demographic characteristics and student-level characteristics alone."

Discussion¶

Related Claims¶

• Teacher technology use and school culture explain an additional 18 percent of school-by-school differences in high school student technology use — related
• School-related factors influence teachers' digital data use only indirectly, mediated by teacher will-skill-tool characteristics, in a model explaining 50% of variance — related
• Most U.S. schools report teachers are not sufficiently trained to use technology, and half of teachers cite lack of training as a major obstacle — related
• Teachers' Grow use is strongly influenced by technology professional development, their own use of technology, and principal support for Grow — related