Information ecologies: using technology with heart
Information ecologies: using technology with heart
Minds in Play: Computer Game Design as a Context for Children's Learning
Minds in Play: Computer Game Design as a Context for Children's Learning
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
The Long Tail: Why the Future of Business Is Selling Less of More
The Long Tail: Why the Future of Business Is Selling Less of More
Continuing motivation for game design
CHI '07 Extended Abstracts on Human Factors in Computing Systems
FEATURE: Empowering kids to create and share programmable media
interactions - Pencils before pixels: a primer in hand-generated sketching
Networking relations of using ICT within a teacher community
Computers & Education
Stuck in the Shallow End: Education, Race, and Computing
Stuck in the Shallow End: Education, Race, and Computing
Troubles with the internet: the dynamics of help at home
Human-Computer Interaction
Pair programming for middle school students: does friendship influence academic outcomes?
Proceeding of the 44th ACM technical symposium on Computer science education
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Examination of the ''digital divide'' has increasingly gone beyond the study of differences in physical access to computers to focus on individuals' use of technological tools for empowered and generative uses. In this research study, we investigated the relationship between access to tools and experience with creative production activities. Our participants included 160 8th grade learners from two public middle schools. The local communities represented by the two schools differed in parent education levels, proportion of recent immigrants, and average family income. Findings indicated substantial variability in students' history of creative production experiences within both communities. Three sets of analyses were completed. First, the two school populations were compared with respect to average levels of student creative production experience, access to tools at home, use of learning resources, frequency of technology use, and access to computing outside of their home. Second, correlates of variability in individuals' breadth of experience with creative production activities were explored across both schools through a regression analysis. The resulting model indicated that students' experience was best predicted by the number of technology tools available at home, number of learning resources used, frequency of computer use at home, and non-home access network size. In a third analysis, profiles of experience were created based on both breadth and depth of experience; the resulting four groups of students were compared. More experienced students utilized a broader range of learning resources, had access to more tools at home, taught a wider range of people, and were more confident in their computing skills. The groups did not differ in their self-reports of interest in learning more about technology.