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
Preview Introduction The Problem My Study (Methods) What I Found (Results) What I Think about What I Found (Discussion & Recommendations)
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
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.
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…
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
Whole Group Comparison Freshmen Education Majors vs. Senior Education Majors ▫n=48
Earned IC³® Certification Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Statistically Significant
Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Formal Learning Experiences Exclusive Practically Significant
Formal Learning Experiences Integrated Chi-Square Test of Independence Χ2Χ2 df Asymp.Sig. (2- sided) (p) Statistically Significant
Informal Learning Experiences Self Teaching Methods Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Practically Significant
Employment Learning Experiences Formal and Informal Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Statistically Significant
Within Group Comparisons Freshmen Education Majors Marketing Business Education (MBE) ▫n=9 Other ▫n=14
Earned IC³® Certification Not Statistically Significant
Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Formal Learning Experiences Exclusive Statistically Significant
Formal Learning Experiences Integrated Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Practically Significant
Informal Learning Experiences Self Teaching Methods Not Statistically Significant
Employment Learning Experiences Formal and Informal Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Statistically Significant
Within Group Comparisons Freshmen Education Majors Early Childhood ▫n=8 OTHER ▫n=15
Earned IC³® Certification Not Statistically Significant
Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Formal Learning Experiences Exclusive Statistically Significant
Formal Learning Experiences Integrated Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Practically Significant
Informal Learning Experiences Self Teaching Methods Statistically Significant Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p)
Employment Learning Experiences Formal and Informal Not Statistically Significant
Within Group Comparisons Freshmen Education Majors Marketing Business Education ▫n=9 Early Childhood ▫n=8
Earned IC³® Certification Not Statistically Significant
Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Formal Learning Experiences Exclusive Statistically Significant
Formal Learning Experiences Integrated Not Statistically Significant
Informal Learning Experiences Self Teaching Methods Statistically Significant Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p)
Employment Learning Experiences Formal and Informal Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Practically Significant
Within Group Comparisons Freshmen Education Majors Marketing Business Education ▫n=9 Early Childhood ▫n=8 Other ▫n=6
Kruskal Wallis Test Not Statistically Significant
Within Group Comparisons Senior Education Majors Marketing Business Education (MBE) ▫n=9 OTHER ▫n=16
Earned IC³® Certification Not Statistically Significant
Formal Learning Experiences Exclusive Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Statistically Significant
Formal Learning Experiences Integrated Not Statistically Significant
Informal Learning Experiences Self Teaching Methods Not Statistically Significant
Employment Learning Experiences Formal and Informal Not Statistically Significant
Within Group Comparisons Senior Education Majors Technology Education ▫n=12 Other ▫n=13
Earned IC³® Certification Not Statistically Significant
Formal Learning Experiences Exclusive Not Statistically Significant
Formal Learning Experiences Integrated Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Practically Significant
Informal Learning Experiences Self Teaching Methods Not Statistically Significant
Employment Learning Experiences Formal and Informal Not Statistically Significant
Within Group Comparisons Senior Education Majors Marketing Business Education ▫n=9 Technology Education ▫n=12
Earned IC³® Certification Not Statistically Significant
Formal Learning Experiences Exclusive Chi-Square Test of Independence χ2χ2 df Asymp.Sig. (2- sided) (p) Statistically Significant
Formal Learning Experiences Integrated Not Statistically Significant
Informal Learning Experiences Self Teaching Methods Not Statistically Significant
Employment Learning Experiences Formal and Informal Not Statistically Significant
Within Group Comparisons Senior Education Majors Marketing Business Education ▫n=9 Technology Education ▫n=12 Other ▫n=4
Kruskal Wallis Test Kruskal-Wallis Test χ2χ2 dfAsymp.Sig Practically Significant
What I Think About What I Found (Discussion & Recommendations) Computing and Internet Skills of Freshmen ▫Poor. Computing and Internet Skills of Seniors ▫Okay.
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.
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…
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
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
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
For more information… Podcast available at: ▫ 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 Web: Phone: