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Article Critique #2


Middle School Students Technology Practices and Preference:
Re-examining gender differences

By: Leslie M. Miller, Heidi Schweingruber, Chrisitne L. Brandenburg



















Sheena Abboud
#23939101
University of British Colombia
ETEC 500 65C
Instructor: Sunah Cho
March 21, 2012





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In their article Middle School Students Technology Practices and Preference:
Re-examining gender differences, Miller, Schweingruber, & Brandenburg (2001)
attempt to challenge previous research on gender biases in technology. The study
suggests that a broadening of focus from software developers, the advent of the
Internet, and its increasing presence in homes and schools are responsible for
narrowing the perceived gap of computer use between genders. Miller et al. sought to
gain perspective on the students self-perception of the acquisition of computer skills,
their exposure to technology at home and at school, as well as their preferences in
content.

In order to gain their perspectives, Miller et al. surveyed 512 middle school
students representing 8 urban and suburban, Houston-area schools. Of the 512
participants, approximately 43% were male and 57% were female, allowing for a fairly
equal representation of both genders. The students were representational of various
socio-economic statuses (SES) also, as operationalized by their use of a subsidized lunch
program. Schools were categorized as high disadvantaged if 60% or more of their
student body utilized this program, middle disadvantaged if 59-29% of students utilized
the program, or low disadvantaged if 28% or fewer students received their lunch at a
reduced cost. The final sample included 31% high disadvantaged students, 33% low
disadvantaged students, and 36% low disadvantaged sample. The students ranged in
age from 11 to 15 years, with the average being approximately 12.6 years.

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Miller et al. gathered data using a 68-question survey they compiled after a
series of small focus groups with middle school students. The paper and pencil
questionnaire consisted of both open- and closed- ended questions, which pertained to
the acquisition of computing skills, the students use of computers at home and at
school, and preference in media and content type. Students were given one 30-minute
block to complete the survey, which occurred either during a Science or Computer class.
After analyzing the results, Miller et al. determined that it is the accessibility and
availability of the Internet and regular computer use that is responsible for bridging the
divide between genders.

While this topic is timely and of great value, especially in the education field,
there are some issues in the study. While Miller et al. attempted to make their study
generalizable by including both urban and suburban schools, they neglected to include
rural ones. As the accessibility and availability tend to be lesser in these communities,
having included this population would have likely demonstrated different results.
Another inaccuracy in their purposive sampling is the definition of the various SES. By
relying solely on the students use of a subsidized lunch program without considering
the variance in the cost of lunch between the 8 schools, family income, or cost of living,
Miller et al. neglected to provide valid classification of students SES. Miller et al. also
overlooked any variation in race or ethnicity, which could play an important role in the
SES classification.

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Students in this sample ranged in age from 11 to 15 years. This age range offers
huge discrepancies in terms of computer skills acquired and Internet use. The age of
students can also have an effect on the completion of the survey questions. Having to
respond to 68 questions in a very limited 30-minute time period can cause some distress
to younger students, skewing the accuracy of their answers. The researchers also
omitted pre-testing their survey in order to determine the validity, feasibility, and
reliability of their questions. Some questions pertaining to the students Internet use
and media preference seemed ill fitted to the topic of study. Relying solely on this form
of high-pressure and unclear self-reporting questions the validity and reliability of Miller
et al.s results and conclusions.

Miller et al. conclude by stating that the digital divide between genders and SES
is narrowing, but they fail to provide a sampling that is generalizable to a broader
population. While the conclusions made are encouraging, Miller et al. would have to
tidy up some details before their study can carry any weight in the area of gender
equality in technology.






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References:
Miller, L.M., Schweingruber, H, & Bradenburg, C.L. (2001). Middle school students'
technology practices and preferences: Re-examining gender differences. Journal of
Educational Multimedia and Hypermedia, 10(2), 125-140.