Kids and Computers: The Interactions and Attitudes of Girls and Boys with Technology Item Type text; Electronic Dissertation Authors Connolly, Sonya Nicole Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 10/10/2021 02:06:05 Link to Item http://hdl.handle.net/10150/195535 1 KIDS AND COMPUTERS: THE INTERACTIONS AND ATTITUDES OF GIRLS AND BOYS WITH TECHNOLOGY by Sonya Nicole Connolly Copyright Sonya Connolly 2005 A Dissertation Submitted to the Faculty of the DEPARTMENT OF LANGUAGE, READING AND CULTURE In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2 0 0 5 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Sonya Connolly entitled KIDS AND COMPUTERS: THE INTERACTIONS AND ATTITUDES OF GIRLS AND BOYS WITH TECHNOLOGY and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy _______________________________________________________________________ Date: 09/27/05 Dr. Kathy G. Short _______________________________________________________________________ Date: 09/27/05 Dr. William J. Valmont _______________________________________________________________________ Date: 09/27/05 Dr. J. David Betts Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________ Date: 09/27/05 Dissertation Director: Kathy G. Short, Ph.D. 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: Sonya N. Connolly 4 ACKNOWLEDGEMENTS This project would truly not have been possible without the support of many wonderful people. At the University of Arizona, I would like to thank my committee members Dr. David Betts and Dr. Bill Valmont for everything they taught me in their classes and for agreeing to see me through my final stages. I would also like to thank Maria Fierro for making the work of a long distance student not quite so arduous. My fellow classmate, Dr. Mary Starrs Armstrong, deserves recognition for her much needed cheerleading and proofreading. Finally, Dr. Kathy Short, my committee chair and valued teacher, played a key role in not only helping me complete my dissertation, but also in learning how to think like a doctoral student. Her strong leadership and faith in my ability to finish kept me motivated throughout the hectic events of my life. There are also many people to thank from the Seattle area. I would like to thank Mrs. Katie Severn-Klooster and her terrific class of second graders and parents. Without them, this project would not have been possible. They made working in the field fun and I couldn’t ask for a better friend and better role model as a teacher than Katie. Her love for her students and their love for her was felt throughout every aspect of the class day. I also owe a debt of gratitude to my mom, Marge Stoltenberg, for bringing home our first computer, for encouraging me to pursue my education, and of course, for her babysitting skills. Finally, none of this would have been possible without the love and support of my husband, Dr. Dominic Connolly. His faith in my abilities, reassurances, and encouragement were vital to the completion of this project. Thank you! 5 DEDICATION For Chloe Lillian Connolly, may your unbridled enthusiasm for the computer and your startling prowess with the mouse lead you to wonderful places. 6 TABLE OF CONTENTS LIST OF FIGURES .......................................................................................................... 11 ABSTRACT...................................................................................................................... 13 CHAPTER 1: INTRODUCTION.................................................................................... 14 The Historical Role of Women in Computing.............................................................. 16 The Current State of Women in Computing................................................................. 18 Framing the Research Questions .................................................................................. 21 Summary and Overview ............................................................................................... 22 CHAPTER 2: REVIEW OF LITERATURE................................................................... 23 Theoretical Frameworks ............................................................................................... 23 Gender Development Theories ............................................................................. 23 Educational Computing Theories ......................................................................... 25 New Literacies ...................................................................................................... 30 Research on Children’s Use of Technology ................................................................. 34 Time Students Spend on Computers...................................................................... 34 Software Choices Made by Students..................................................................... 36 Influence of Families on Student Computer Use .................................................. 38 Students’ Computer Skills..................................................................................... 39 Students’ Perceptions of the Usefulness of Computers......................................... 40 CHAPTER 3: METHODOLOGY ................................................................................... 43 Description of the Methodology................................................................................... 43 Description of the Research Context ............................................................................ 43 Permissions ................................................................................................................... 49 Data Collection ............................................................................................................. 50 Interviews.............................................................................................................. 51 Observations ......................................................................................................... 52 Surveys .................................................................................................................. 53 Student Logs of Computer Use ............................................................................. 53 7 TABLE OF CONTENTS – Continued Artifact Collection................................................................................................. 53 Data Analysis................................................................................................................ 54 How much time do girls and boys report spending on computers during free choice time and at home? ..................................................................................... 55 What software choices do boys and girls make during free choice time and at home?.................................................................................................................... 56 How do the girls and boys perceive the uses of technology both now and in the future?................................................................................................................... 58 What are boys and girls’ skills with computers and their perceptions of their abilities with computers? ...................................................................................... 58 What do families and children report as the roles families play in their child’s computer use? ....................................................................................................... 59 Summary....................................................................................................................... 60 CHAPTER 4: TIME SPENT WITH COMPUTERS....................................................... 61 Time Spent on Computers at Home.............................................................................. 63 Availability of Home Computers........................................................................... 63 Home Computer Use as Reported on Logs........................................................... 65 Home Computer Use as Reported in a Parent Survey.......................................... 68 Home Computer Use as Reported in Student Interviews.....................................