Will Information, Communication, and Technology Access and Use Benefit Students of Diverse Backgrounds in U.S. Schools?

• In Event: 63.082 - The Big Picture of Ed Tech: National and International Studies and Reviews

Abstract

To provide the quality education for all, this study aimed to examine the direct, indirect, and total effects of information, communication, and technology (ICT) variables on math achievements by paying particular attention to language minority students. By applying a full structural equation model to a US nationally representative database, the study explored the effects of ICT access and two types of ICT uses for schoolwork: generic and purposeful. The results indicated that language minority students demonstrated lower mathematics performance than their native peers. ICT access and purposeful ICT use had positive direct, indirect, and total effects on math performance for both language minority and native youths. However, generic ICT use had negative effects on achievement for these students.

Author

• Sunha Kim, University at Buffalo - SUNY