Article Critique #2: Middle

school students technology practices and preferences: Re-examining gender differences L.M. Miller, H. Schweingruber & C.L. Bradenburg

Sheza Naqi 80812118 ETEC 500 Research Methodologies in Education Instructor: Dr. Janet McCracken University of British Columbia February 28th, 2012

Naqi 1 L. M. Miller, H. Schweingruber and C. L. Bradenburg wrote the article entitled Middle school students technology practices and preferences: Re-examining gender differences based on the results of a survey conducted with a population of 512 middle school students, aged 11-15. They studied the computer access and use of both genders in Houston-area schools, recruiting schools to obtain a diverse student population that represented all ranges of socio-economic status. The results challenge the formerly held notion that there is a prominent gender gap between male and female students in their computer expertise, access and usage; a notion which was suggested by their extensive literature review included in the article. The researchers employ a thorough quantitative methodology using statistical analysis methods, to demonstrate that there are no longer differences in computer and Internet use and access among genders. The study attempts to demonstrate that the previously assumed differences between male and female computer use is diminishing due to increased and equitable access to computers and the Internet. Miller et al. also speculate that the speed of technology acculturation will result 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 an open and closed question survey. The 30-minute, 68-item pencil and paper questionnaire was administered in science or computer technology class periods to 512 students from eight private and public middle schools of various socio-economic status. The survey responses were clustered in order to split the results up into low, medium and high disadvantage socio-economic groups, as determined by the percentage of students who subscribed to free or discounted school lunches. These three separate groups represented the assumption that low-disadvantaged students were more likely to have access to a computer and the internet at home, while high disadvantaged students would only be able to use computers and the internet when at school. The contents of the questionnaire had been beta-tested on focus groups that paid attention to students self-perception of skills, exposure to technology at school and home, as well as media style and content preferences. Miller et al. had intended to evaluate the validity of the literature that showed technology to be a male dominated field of interest and that females were less involved or interested in using computers. However, through the answers to their questionnaire they were able to ascertain that 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 females like different media styles (females enjoy arcade games vs. males who prefer simulation games) and have different content preferences than their male counterparts. Although the authors have conducted a thorough literature review, putting effort into selecting a representative sample and presenting the survey results in an organized fashion, the research report has several vital drawbacks. First of all, even though the purpose of the survey is well explained, the authors do not focus on it. Instead, they introduce a lot of issues not directly related to research questions. The scope of their analysis includes a somewhat random comparison of: ICT to TV; advantaged students to disadvantaged students; and the use of technology independently or

Naqi 2 with support. Secondly, 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 desire to please the adult or for completing the survey without much thought in an effort to simply get it over and done with. Thirdly, there are some serious doubts about sample selection. The detailed information on sample stratification can mislead the readers that the authors used stratified sampling, but actually, they did not report how they chose either schools or students in the schools. Also, it is questionable whether the sample is representative of the entire population, e.g. the male/female ratio in the sample was 57% female, 43% male, and if they sampled more females than males, are the results not skewed when making conclusions based on gender? On the other hand, this article has some obvious strengths. The researchers prove their hypothesis that the technological gender gap is narrowing and they identify potential challenges, which suggest ideas for future research. The study is encouraging in demonstrating that the Internet is key to overcoming the digital divide between gender and computer use/access. 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.