Analyzing Computer Technology and Achievement in Early Childhood

• In Event: Roundtable Session 92
  In Roundtable Session: Evolving Contexts in Educational Technology: Design, Integration, and Evaluation

Abstract

This longitudinal study follows kindergarteners to eighth grade and examines various aspects of computer use related to children’s academic achievement. For this research the National Center for Educational Statistics’ Early Childhood Longitudinal Study (ECLS-K) data will be used. Key independent variables for this study are whether students have access to a home computer, how frequently do they use computers for educational purposes, and how frequently do they use computers to play computer games. Methodology for this study incorporates the use of teacher fixed effects. An important finding from this study is that having a home computer is positively associated with student achievement in math in the short-term one year analysis. However, this finding fades by the eighth grade.

Author

• Ernest S. Johnson, California State University - Fullerton