No More Pencils, No More Books: A Study Concerning the Effects of Developmental Level and Individual Differences on Computer Ability of Elementary School Students

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1995
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Haverford College. Department of Psychology
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eng
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Haverford users only
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Abstract
The purpose of this study was to relate the process of attribution of computer literacy and the factors affecting it to Piaget's developmental stage model and other relating theories. Sixty-six elementary school subjects completed a set of tasks designed to access their mastery of a graphically oriented computer operating system as well as specific writing and drawing programs. Subjects also responded to questions concerning their home computer experience and their understanding of computer processes. Results show that performance on classroom computer tasks was strongly related to grade, frequency of home use, and favorite subject in school. When only subjects in the older grades were considered, gender was found to be a strong determiner of computer ability. The distribution of scores across grade suggests a computer literacy stage model which parallels Piaget's developmental levels. Implications of these results on educational use of computers are discussed.
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