Design Natural experimental design Pre-test about 1 month prior to receiving the XO computer

1. SGER: Assessing the Educational, Career, and Social Impacts of the XO Laptop Program in Birmingham, AL City Schools Shelia R. Cotten, Casey Borch, Michael Howell-Moroney, Betty Nelson,Scott Snyder, Timothy M. Hale, LaToya O’Neal, William AndersonUniversity of Alabama at Birmingham • The goal of this study is to assess the educational, career, and social impacts of disseminating an innovative technology, the XO laptop computer, to minority 4th and 5th grade students in Birmingham City Schools (BCS) in Alabama. This is the largest XO dissemination in the U.S. and the first XO dissemination project to distribute XO laptops to all 1st – 5th grade students in a U.S. school district. • Background • Since 1995, concern about “digital divides” in technology usage • Sociodemographic factors are predictors of digital divides in Internet access, types of Internet usage, and digital literacy skills • Students in poor, urban areas have lower levels of technology usage than those from more affluent areas • Students who lack technological skills will be less able to fully participate in society and to realize the potential for technology to enhance their academic and future employment opportunities • Context • Larry Langford’s Vision – Mayor of Birmingham • Begins mayoral term in January 2008 • Plan to decrease the digital divide in Birmingham and prepare children for the future • Spent $3 million to purchase 15,000 XO laptops • Minimal training on how to use the XO’s was provided to teachers and staff • Characteristics of Birmingham City School (BCS) District • > 95% African American students • High poverty school district – 80% free/reduced lunch • 11,500 students in 1st – 5th grades • 39 elementary schools • Goals and Specific Aims of Project • Determine technology usage levels and types prior to XO dissemination • Determine impact of XO dissemination on technology usage levels and types 6 months post XO dissemination • Determine if change in technology usage levels and types are related to education and career intentions • Determine how technology usage affects social connections, belonging, personal expression, freedom, and accomplishment • XO Usage Summary • 52% report using their XO's between 1-2 hours per day • 35% report using their XO's 3 or more hours per day • Most likely to use XO’s in reading, math, and technology classes • 27% report never using the XO's in their classes • Most frequently reported used applications = journal, chat, and record • Changes in Technology Usage • Hours per day using ICTs increased between pre and post test • Frequency using computers for research increased • Frequency using computers for homework decreased • Changes in Educational Intentions • A small percentage of students reported a lower desire to go to college and a lower belief that they will go to college • Study Limitations • Timing of XO dissemination and post-test survey varied by school • Response rates varied considerably by school and by teacher • Will adjust for school and teacher level effects in future analyses • Next Steps • Multivariate models addressing specific aims • New NSF funded ICAC study – focusing on curriculum development using XO laptops (DRL-0918216, Cotten-PI) XO Usage Changes in Technology Usage Figure 1. Hours Per Day Using the XO Introduction Conclusions Results Wilcoxon signed-rank test *p<.05, **p<.01, ***p<.001 • Hours of usage per day increased significantly for each ICT type • 13% of students report they do not use the XO • 52% report using their XO's between 1-2 hours per day • 35% report using their XO's 3 or more hours per day Wilcoxon signed-rank test *p<.05, **p<.01, ***p<.001 • The classes where the XO’s are most likely to be used are reading, math, and technology • 27% of students report they never use the XO in class • Frequency of using a computer to surf the web, do research, and edit Wiki pages increased between pre and post test • Frequency of using a computer to do homework decreased between pre and post test Methods Funding • Design • Natural experimental design • Pre-test about 1 month prior to receiving the XO computer • Post-test about 5 months after receiving the XO computer • Sample • 4th and 5th grade students at the 39 Birmingham City Schools were eligible to participate • 27 out of 39 principals agreed to have their schools participate • Only students who had completed the first survey were eligible to participate in the post-test survey • Pre-test schools and students • 27 participating schools • 2,915 eligible 4th and 5th grade students • N = 1,583 students • 54% response rate • Post-test schools and students • 25 participating schools • 1,472 eligible 4th and 5th grade students • N = 1,259 post-test including pilot study students • N = 1,201 students matched between pre- and post-test • 81.6% of eligible students matched • Survey Administration • Surveys conducted between 2008 and 2009 • Paper and pencil, self-administered surveys • Each survey was about 32 pages, 45-60 minutes to complete Funding for this project was provided by The National Science Foundation, SGER Grant #0819063, S. Cotten PI Least frequent Most frequent Acknowledgements • This study would have not been possible without the assistance and efforts of many people. We would like to thank: • Birmingham City School System • Students, parents, teachers, and administrators in each school • Student volunteers • Undergraduate research assistants: Karen Harris, Megan Mitchell, Brooke Williams, Marci Engel, Brittany Hammond, Carrie Robbins, and Elliot Chong Contact Information Wilcoxon signed-rank test *p<.05, **p<.01, ***p<.001 • Do you want to go to college? • Students who said “yes” decreased from 94.2% to 91.7% • The percentage of students who stated “maybe” increased from 4.1% to 6.5% at post test • Do you think you will go to college? • Students who said “no” increased from 1.4% to 2.9% • The percentage of students who stated “yes” increased from 86.5% to 87.1% at post test Shelia R. Cotten, PhD University of Alabama at Birmingham Department of Sociology, HHB 460 1530 Third Avenue South Birmingham AL 35294-1152phone: (205) 934-8678 email: cotten@uab.eduTwitter: @shelia_cotten • About 39-45% of students report using the Journal, Chat, and Record applications on the XO almost every day or every day • Over 50% of students report they have never used TamTam, Measure, TurtleArt, Etoys, or the Acoustic Tape Measure applications on the XO