1. All Rights Reserved © Evan Sveum 2009 Determining and Comparing the Computing and Internet Skills and Learning Experiences of Freshmen and Senior Education Majors at the University of Wisconsin-Stout Presenter: Evan Sveum ACTE 2009 Annual Convention Saturday, November 21 st, 2009 Nashville, Tennessee

2. Preview Introduction The Problem My Study (Methods) What I Found (Results) What I Think about What I Found (Discussion & Recommendations)

3. Challenge the notion, through performance data, that students from the 'digital generation' possess a basic computing and Internet literacy. Destroy assumptions of students possessing basic computing and Internet skills. Understand that preparation for students to use computing and Internet technologies in the public school system is marginal at best; inconsistent at worst. Students do not have enough quality formal and informal learning experiences connected with developing computing and Internet technology skills. Based on the results of this study, speak to the need of providing future educators with planned, appropriate formal learning experiences and to encourage every student to develop their own 'self- directed' informal learning system. Introduction Session Learning Objectives

4. The Problem My observations and experiences… The Problem… The Study Objectives ▫Measure the computing and Internet skills of freshmen and senior Education majors at UW- Stout. ▫Identify the learning experiences of freshmen and senior Education majors at UW-Stout in relationship to development of computing and Internet skills. ▫Compare measured computing and Internet skills of freshmen and senior Education majors at UW-Stout. ▫Compare identified learning experiences associated with the development of computing and Internet skills of freshmen and senior Education majors at UW-Stout.

5. My Study (Methods) IC³® Certification Exams ▫Certiport Inc.  Key Applications  Living Online  Computing Fundamentals Computing and Internet Skills Learning Experiences survey ▫Formal Learning ▫Informal Learning Data Analysis ▫Descriptive ▫Comparative Limitations ▫Read…

6. What Did I Find? (Results) ▫Freshmen vs. Seniors (Whole Group) ▫Freshmen vs. Freshmen  MBE and OTHER  Early Childhood and OTHER  MBE and Early Childhood  MBE and Early Childhood and OTHER ▫Seniors vs. Seniors  MBE vs. OTHER  TE vs. OTHER  MBE and TE  MBE and TE and OTHER

7. Whole Group Comparison Freshmen Education Majors vs. Senior Education Majors ▫n=48

8. Earned IC³® Certification Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 5.0501.025 Statistically Significant

9. Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 3.3641.067 Formal Learning Experiences Exclusive Practically Significant

10. Formal Learning Experiences Integrated Chi-Square Test of Independence Χ2Χ2 df Asymp.Sig. (2- sided) (p) 19.3731.000 Statistically Significant

11. Informal Learning Experiences Self Teaching Methods Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 2.9731.085 Practically Significant

12. Employment Learning Experiences Formal and Informal Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 8.6941.003 Statistically Significant

13. Within Group Comparisons Freshmen Education Majors Marketing Business Education (MBE) ▫n=9 Other ▫n=14

14. Earned IC³® Certification Not Statistically Significant

15. Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 12.6271.000 Formal Learning Experiences Exclusive Statistically Significant

16. Formal Learning Experiences Integrated Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 2.7181.099 Practically Significant

17. Informal Learning Experiences Self Teaching Methods Not Statistically Significant

18. Employment Learning Experiences Formal and Informal Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 4.481.034 Statistically Significant

19. Within Group Comparisons Freshmen Education Majors Early Childhood ▫n=8 OTHER ▫n=15

20. Earned IC³® Certification Not Statistically Significant

21. Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 4.3291.037 Formal Learning Experiences Exclusive Statistically Significant

22. Formal Learning Experiences Integrated Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 1.8641.172 Practically Significant

23. Informal Learning Experiences Self Teaching Methods Statistically Significant Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 6.1351.013

24. Employment Learning Experiences Formal and Informal Not Statistically Significant

25. Within Group Comparisons Freshmen Education Majors Marketing Business Education ▫n=9 Early Childhood ▫n=8

26. Earned IC³® Certification Not Statistically Significant

27. Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 8.2421.004 Formal Learning Experiences Exclusive Statistically Significant

28. Formal Learning Experiences Integrated Not Statistically Significant

29. Informal Learning Experiences Self Teaching Methods Statistically Significant Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 5.1301.024

30. Employment Learning Experiences Formal and Informal Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 2.0821.149 Practically Significant

31. Within Group Comparisons Freshmen Education Majors Marketing Business Education ▫n=9 Early Childhood ▫n=8 Other ▫n=6

32. Kruskal Wallis Test Not Statistically Significant

34. Within Group Comparisons Senior Education Majors Marketing Business Education (MBE) ▫n=9 OTHER ▫n=16

35. Earned IC³® Certification Not Statistically Significant

36. Formal Learning Experiences Exclusive Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 7.6671.006 Statistically Significant

37. Formal Learning Experiences Integrated Not Statistically Significant

38. Informal Learning Experiences Self Teaching Methods Not Statistically Significant

39. Employment Learning Experiences Formal and Informal Not Statistically Significant

40. Within Group Comparisons Senior Education Majors Technology Education ▫n=12 Other ▫n=13

41. Earned IC³® Certification Not Statistically Significant

42. Formal Learning Experiences Exclusive Not Statistically Significant

43. Formal Learning Experiences Integrated Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 2.1631.141 1.9631.161 2.0071.157 Practically Significant

44. Informal Learning Experiences Self Teaching Methods Not Statistically Significant

45. Employment Learning Experiences Formal and Informal Not Statistically Significant

46. Within Group Comparisons Senior Education Majors Marketing Business Education ▫n=9 Technology Education ▫n=12

47. Earned IC³® Certification Not Statistically Significant

48. Formal Learning Experiences Exclusive Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) 4.8631.027 Statistically Significant

49. Formal Learning Experiences Integrated Not Statistically Significant

50. Informal Learning Experiences Self Teaching Methods Not Statistically Significant

51. Employment Learning Experiences Formal and Informal Not Statistically Significant

52. Within Group Comparisons Senior Education Majors Marketing Business Education ▫n=9 Technology Education ▫n=12 Other ▫n=4

53. Kruskal Wallis Test Kruskal-Wallis Test χ2χ2 dfAsymp.Sig. 4.769 2.092 Practically Significant

55. What I Think About What I Found (Discussion & Recommendations) Computing and Internet Skills of Freshmen ▫Poor. Computing and Internet Skills of Seniors ▫Okay.

56. What I Think About What I Found (Discussion & Recommendations)-- Continued Learning Experiences ▫Freshmen have less post secondary learning experiences. ▫Freshmen have less employment learning experiences. ▫Seniors have more post secondary learning experiences. ▫Seniors have more employment learning experiences. ▫Seniors MAY have more experience with self teaching methods.

57. What I Think About What I Found (Discussion & Recommendations)-- Continued Comparison (Freshmen and Senior Computing and Internet Skills) ▫Skills of Seniors better than Freshmen. ▫MBE Seniors and TE Seniors performed better than other Seniors. ▫The Freshmen looked the same…

58. What I Think About What I Found (Discussion & Recommendations)-- Continued Comparison (Freshmen and Senior Learning Experiences) ▫Post secondary learning experiences better for Seniors. ▫Employment learning experiences better for Seniors.  MBE ▫Freshmen MBE majors experienced formal learning experiences in post secondary schooling sooner. ▫Learning experiences inconsistent among majors.  TE Seniors

59. What I Think About What I Found (Discussion & Recommendations)— Continued… Further study… Ideal Learning Environment includes… ▫Formal Exclusive Experiences ▫Formal Integrated Experiences ▫Modeling ▫Practical ‘On-The-Job’ Experiences ▫Development of Self-Directed Learning Strategies Computing and Internet Skills Foundational or Not? ▫Wisconsin Model Standards for Information and Technology Literacy HEREHERE

60. All Rights Reserved © Evan Sveum 2009 Determining and Comparing the Computing and Internet Skills and Learning Experiences of Freshmen and Senior Education Majors at the University of Wisconsin-Stout Presenter: Evan Sveum ACTE 2009 Annual Convention Saturday, November 21 st, 2009 Nashville, Tennessee

61. For more information… Podcast available at: ▫http://faculty.uwstout.edu/sveume/ Contact Information Evan Sveum Senior Lecturer E-Learning and Online Teaching Certified Instructor IC³® Authorized Instructor Information and Communication Technologies (ICT) Minor Adviser Apparel and Communication Technologies Department University of University of Wisconsin-Stout Email: sveume@uwstout.edusveume@uwstout.edu Web: http://faculty.uwstout.edu/sveume/http://faculty.uwstout.edu/sveume/ Phone: 715-232-5265