Sigal Eden, Yoram Eshet-Alkalai (2012) Print Versus Digital: The Effect of Format on Performance in Editing Text, Proceedings of the Chais conference on instructional technologies research 2012: Learning in the technological era Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, Y. Yair, Y. Kalman (Eds.), Raanana: The Open University of Israel
In this pioneering study, we examined the active-reading abilities of students, who were asked to read, edit, recognize errors and improve the quality of short articles, in a print and in a digital format. Surprisingly, and in contrast to the common reported findings from print versus digital reading studies, no significant differences were found between the performances of participants in the two formats. A similar no-difference was found for all text-errors categories, as well as for gender differences. We found that digital readers completed their tasks earlier than the print readers, but their performance was not lower. We suggest that the absence of significant differences between print and digital formats indicates that digital reading becomes an everyday practice among users, who gain digital reading proficiency. This process, of closing the gap between print and digital readers is reported in recent literature.
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YIHUA YANG, LINXIU ZHANG, XIAO HU, QINGHE QU, FANG LAI, YAOJIANG SHI, MATTHEW BOSWELL, SCOTT ROZELLE (2012) The Roots of Tomorrow’s Digital Divide: Documenting Computer Use and Internet Access in China’s Elementary Schools Today
The goal of this paper is to explore the nature of China’s digital divide with a focus on differences in access to computers, learning software, and internet at school and home among different groups of elementary school-aged children in China. Using data from a set of large scale surveys in schools in different parts of the country, we find the gap between computer and internet access of students in rural areas and urban public school students is extremely wide. The gap widens further when comparing urban students to students from minority areas. The gap is less wide when comparing computer access and access to teaching of the most basic computer skills across urban and rural public schools. However, the divide is still large between urban and rural schools when examining the quality of computer instruction and access to learning software. Migration itself does not appear to eliminate the digital divide. Only when migrant families are able to enroll their children into urban schools does the divide substantially narrow. If the digital divide in elementary schools today is a harbinger of employment, education, and income inequality tomorrow, China needs to seriously address this issue in the near future.
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