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Using ECLS-K Data: A Longitudinal Study of the Relationship between Computer Use at School and Cognitive Development for Boys and Girls from Kindergarten to Third Grade

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Wang, K., Lu, Z. & Xuan, A. (2006). Using ECLS-K Data: A Longitudinal Study of the Relationship between Computer Use at School and Cognitive Development for Boys and Girls from Kindergarten to Third Grade. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 4319-4326). Chesapeake, VA: AACE.
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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Kun Wang, Zhengbin Lu, Texas Tech University, United States; An Xuan, Shanghai Jiaotong University, China

Abstract

This longitudinal study evaluated the relationship between computer use at school and cognitive development for boys and girls from kindergarten to third grade using ECLS-K (Early Childhood Longitudinal Study) data. A total sample of 17,390 children (8896 boys and 8494 girls) with available relevant data was included in this study. Latent growth curve analysis was conducted for boys and girls separately. The tested model provided adequate goodness of fit to the data, supporting the finding that both boys' and girls' computer use at school is related to their cognitive development. However, the strength of the relationship differs. The relationship is stronger for girls than for girls. The findings indicate that computer use should be integrated in different ways for boys and girls into their early childhood education to enhance their learning and development.

Keywords

• Early Childhood Education
• Elementary Education
• Schools
• Cognition
• Computers

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