A Research-Based Perspective on Dionne N. Curbeam, M.A . [email_address] E-COMMUNITIES
What Are We Doing Here? Maryland’s Infrastructure to Support E-Communities Situations to Consider When Developing E-Communities Students’ Desire for E-Communities The Impact of E-Communities Today’s session will evaluate e-community research as it relates to:
95% of Maryland classrooms have Internet-connected computers.
The student-to-computer ratio is 3.7:1.
Eighty-percent of school districts provide laptops for teachers.
SOURCE: “ Where Do We Stand In 2006? : A Progress Report on Technology Resources in Maryland Schools” http://md.ontargetus.com
Considerations for E-Communities Students with Disabilities
According to Enders & Bridges (2006) "More than 70% of people with disabilities are still on the wrong side of the divide."
Considerations for E-Communities Students with Disabilities “ Is assistive technology (e.g. portable word processors and braillers, electronic communication aids for speech, or computers with adaptive devices) used by teachers in your school for students with disabilities or students with learning difficulties?” SOURCE: “ Where Do We Stand In 2006? : A Progress Report on Technology Resources in Maryland Schools” http://md.ontargetus.com 8.56% 14.62% 23.68% 30.31% 22.82% Maryland Totals No, there is not a clear process in place in our school for obtaining assistive technology . No, most teachers are aware of these options but have not been trained on how to use with students. No, most teachers are not aware of these options Yes, primarily for students with disabilities who have an Individualized Education Plan or a 504 Plan. Yes, for both students with disabilities who have an Individualized Education Plan or a 504 Plan and for students who experience difficulties learning but don't receive special education services or support through a 504 Plan.
Considerations for E-Communities Gender Differences
Blum (1999) found differences in male and female messages that mirror traditional face-to-face communication.
Males were more likely to control online discussions, post more questions, express more certainty in their opinions and were more concrete.
Females were found to be more empathetic, polite and agreeable. The females also supplied the niceties that maintain relationships such as "please" and "thank you."
Considerations for E-Communities At-Home Access HOUSEHOLD INCOME ETHNIC GROUP SOURCE: Computer and Internet Use by Students in 2003, Statistical Analysis Report, Released in 2006 by the National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education 88% $75,000 or more 55% $20,000 to $34,999 37% Under $20,000 At-home Computer Use Families Annual Incomes 78% Whites 74% Asian 48% Hispanics 46% Blacks 43% American Indian At-home Computer Use Ethnic Group
Considerations for E-Communities What Are Your Suggestions? Be mindful of the activity level of students. Create enticing, valuable e-communities that it becomes a priority for them. Students without Computers at Home Implement multiple-strategies to accommodate diverse learning styles. Learning Styles Ensure that assistive technologies are available and assessable for students to fully participate in e-communities. Students with Disabilities Develop a comfortable atmosphere and foster opportunities for girls to positively interact in an e-community. (Consider the lack of girls going into technology fields.) Gender Differences SUGGESTION ISSUE
site averages two million user visits per month, with over 150,000 registered users
E The People ( www.ethepeople.com )
Black Planet (www.blackplanet.com)
Digital Natives Crave E-Communities! SOURCE: 2005 NetDay Speakout Survey (www.netday.org) Which of these activities do you expect to do online this year? (Check all that apply.) 6% 3% None of the above 12% 24% Connect with an expert for an assignment 28% 26% Download a study guide 18% 18% Take a class online 30% 18% Use an online textbook 50% 37% Check on a grade 38% 26% Email a teacher 15% 19% Contribute to a web log (blog) 45% 26% Instant Message a classmate about a project 62% 40% Create a slide show, movie, or web page for an assignment 16% 29% Use a school portal, like Blackboard or eChalk 60% 40% Go to websites that are set up for my school or class 49% 45% Take a test online 12% 24% Get help from an online tutor 83% 61% Use the Internet for an assignment National BCPSS Response
Digital Natives Crave E-Communities! SOURCE: 2005 NetDay Speakout Survey (www.netday.org) In a typical week, which of these Internet tools do you use? (Select any that apply.) 6% 14% None of the above 6% 5% Podcasts 52% 52% Online game sites 16% 15% Web logs (Blogs) 26% 26% Chat rooms 10% 12% Discussion boards 57% 18% Instant Messenger (IM) 21% 23% News website 61% 30% Search engine (e.g. Google) or research sites (BigChalk) 48% 35% Personal website (e.g. My Yahoo, myspace.com) 56% 29% Specific Internet websites you already have bookmarked 69% 36% Email National BCPSS Response
A Research-Based Perspective on Dionne N. Curbeam, M.A . E-Mail: [email_address] E-COMMUNITIES Thank you for attending this session! I hope you’ve learned something today. Please contact me if you have further questions or would like copies of research articles. Dionne!