Research on Technological Literacy in Chicago Public Schools

"We are cups, constantly and quietly being filled. The trick is, knowing how to tip ourselves over and let the beautiful stuff out." -Ray Bradbury

Photo taken by Nicole Muchowicz, Illinois, 2013

Recently, I came across a research brief from the University of Chicago Consortium on Chicago School  Research,  entitled "The Use of Technology in Chicago Public Schools 2011: Perspectives from Students, Teachers, and Principals".  The report was an update to a 2002 research report on the technology used by students in Chicago Public Schools.  The purpose of the research was to discover what students need in order to be technologically literate and what kind of support is given by principals, teachers, school resources, and at home. The correlation between school culture, and teacher expectations and the technological literacy of students is explored. The research was based upon data gained by surveys given to students, teachers, and principals within the CPS system. 

• What was found out and what stood out?

-There is inconsistent and unequal use of technology across the Chicago Public school system
-Teacher expectations and familiarity with technology correlate with student technology use and the prevalence of technological literacy.
-High risk or at-risk students do not use the internet as frequently as their peers.
-Schools with higher achievement levels had a stronger presence of technological literacy and online use among students and teachers.

• I was surprised by...

While reading the brief, I was surprised to see a strong difference in statistics between administration expectations of students' technology use and the resources available for students to access technology at school or at home. I was also surprised that the updated brief revealed a disconcerting inconsistency between technology use and access across the Chicago Public School System.

• How is this available information beneficial to help reach my future students on an elevated level?

 Knowing the inconsistent access, resources, and use of the internet and technology across CPS schools will help teachers gain insight into ways to remedy the vast technology gap and inequality between the many schools and students.  Teachers may be able to grant the students without access to technology the chance to achieve an elevated fluency in a very important literacy and skill in today's era.  As stated in the research brief,

"This inequality deserves attention. Schools can provide high quality technology sup-

port, equalizing the experience of all students. While students and teachers bring their own external experiences to the school, the support within the building can be quite powerful. Indeed, findings from this report suggest that increasing teacher and principal use and expectations for technology use are viable methods for increasing student engagement with computers and the internet. "
 (UChicago, CCSR, Research Report April 2013,The Use of Technology in the Chicago Public Schools 2011, p 2.)

Photo taken by Nicole Muchowicz, Chicago, Illinois, 2013

Research based findings which illuminate ways to reach students and transcend learning barriers is an invaluable resource for teachers (myself included) to reach their students (communicate) on an elevated level (collaboration, context, and fluency of technological literacy). Literacy across disciplines and mediums is an important skill for any learner.  Technological literacy is especially imperative in today's online era.  Students will be expected to be fluent in technology both in and out of the classroom at an exponential intensity throughout the upcoming years.  Giving students high expectations for success in technological literacy and also the resources, enthusiasm, and support is crucial in the outcome of the student-technology dynamic. 

• Should we be cautious about resource findings or take them at work value?

(Image from http://www.challengefuture.org/news/510 )

It is imperative for teachers to emphasize the importance of investigating the reliability of an internet source, especially when dealing with research.  Part of being technologically literate is being technologically responsible and mature. So, a conscious cautiousness while navigating the internet's resources should be encouraged and emphasized as should the value of the internet's vast library of knowledge.

Photo taken by Nicole Muchowicz, Chicago, IL, 2013

• Were students portrayed positively or negatively by the findings?

Within the CSSR brief, students were portrayed with a neutral connotation. The data was based upon survey's taken by the students, principals, and teachers, and the findings correlate with the summary of the data. The report demonstrated a concern for the inconsistencies of internet usage among the different areas and demographics within the Chicago Public School system.

Photo taken by Nicole Muchowicz, Illinois, 2013

• Other Links:

This blog is based upon the research conducted by the University of Chicago.  If you are interested in the full article please access the link below:

University of Chicago Consortium on Chicago School Research

Photo taken by Nicole Muchowicz, Chicago, IL, 2013