A Proposal for the Sierra Vista School District By Shylo Morrison EDTC 645 19 April 2009

Summary I propose that we do a study on the Sierra Vista Elementary schools in order to determine the effect of internet use on development of information literacy. Information literacy is mainly defined as the ability and skill to use a computer or the Internet. In broader terms it could be understood as the comprehensive information-processing ability that is necessary for a series of information-processing skills, which include effectively locating, evaluating, and communicating needed information What is necessary to effectively develop these skills? In recent years there have been several studies done by other countries, such as Japan, to examine whether daily Internet use truly has the effect of improving skills for practical use of information in elementary schools. The Japanese study proved that active introduction of basic Internet tools at the elementary level can be effective for improvement of skills for practical use of information. I propose the Sierra Vista school district conduct their own study, in their elementary schools, in order to prove the importance of computer and Internet use as early as Elementary school. Free Template from www.brainybetty.com

Background The Japanese Ministry of Education, Culture, Sports, Science and Technology conducted a study on the Effect of Internet Use on Development of Information Literacy, in 2002. The study focused on whether Internet use improved skills for practical use of information. Data from Japanese elementary school children were analyzed to determine the relationship between Internet use and information literacy. Free Template from www.brainybetty.com

Japanese Theory Previous studies of Junior High and older students produced evidence that supported the effect of Internet use. There had been little study on elementary school children. They believed that most children had already begun Internet use both at home and school when attending elementary school, and therefore, Internet use should affect children's skills for practical use of information. Free Template from www.brainybetty.com

The Japanese Study Question: Methodology: Survey: How daily use of Internet influences skills for practical use of information. Methodology: Method must examine the causal relationship between Internet use and skills for practical use of information. Method must examine the effect of daily using the Internet in as natural an environment as possible. Survey: - Panel Study: a type of survey method in which the same questionnaire is administered more than once to respondents within a certain time interval. A panel study also allows flexible examination of various questions raised in real-life situations and has a large number of advantages in examining the effect of daily activities. Free Template from www.brainybetty.com

Participants and Procedure Eight public elementary schools in Tokyo, Japan were used for the two-wave panel study. 702 children participated both times, 352 male, and 350 female students. First survey was conducted in 2002 and the second survey was conducted in 2004 using the same children. Surveys were given to groups of children during a regular school day. Note, all schools had connected high-speed Internet access since 1997, and all classes were actively using Internet in classes during time of the study. Free Template from www.brainybetty.com

What was Measured? Internet use for each tool: Using email for message transmission / reception Viewing Web site information, bulletin board system (BBS) and e-mail newsletters Posting messages in BBS and to a mailing list Creating Web sites Using chat programs and playing online games Internet use for each purpose: Use of Internet in school classes Use of Internet to do homework or to study Use of Internet to check information for fun Use of Internet to communicate with family members or friends Use of Internet to make new friends Free Template from www.brainybetty.com

Measurement Children answered all the questions on a 7-point scale and the total score obtained by summing the points (1) through(5) was treated as the total amount of Internet use for each tool and Internet use for each purpose. The amount of internet students used both at home and school were used in this study. Internet use by cell phone or a personal handset system were also included in this study. This measurement was done for both surveys 2002, 2004. Free Template from www.brainybetty.com

Results The amount of Internet use for each tool was usually less than 30 minutes a week The amount of Internet use for each purpose, students spent 30 minutes to an hour using the Internet when the purpose was for school or checking information for fun. For other purposes, the students only used the Internet for 30 minutes per week. Free Template from www.brainybetty.com

Measurement of Information Literacy The scale for the Skill of Practical Use of Information developed by Takahira et al, in 2002 was revised and given to the students to study their information literacy skills. It consisted of 48 questions, of six sub skill areas: Skills in collecting information Skills in judging information Skills in expressing information Skills in processing information Skills in creating information Skills in communicating information Free Template from www.brainybetty.com

Analysis of Causal Relationships To determine the causal relationship between Internet use and practical use of information, the data from both surveys were analyzed by using structural equation modeling (SEM). For example: If Internet use measured during the first survey had a positive effect on skills for practical use of information measured during the second survey, there would be a causal relationship in which the larger amount of Internet use causes improvement of the skills. Same for the negative effect. Free Template from www.brainybetty.com

Results of Information Literacy and Causal Relationships Large amount of email use and Web site viewing resulted in improvement of skills for practical use of information. Every Internet tool had a positive effect on skill in collecting information. Email use and Web site viewing had a positive effect on skill for judging information Email use and chat programs resulted in significant improvement in the skill of expressing information and communicating information. Internet use for each tool did not have any effect on the skill of processing and creating information. Free Template from www.brainybetty.com

Results of Information Literacy and Causal Relationships Cont. Internet use for communicating with others resulted in higher skills for practical use of information. Internet use for every purpose except school classes, improved skill in collecting information. Internet use for communicating to others showed higher skills in judging ,expressing, and communicating information. Free Template from www.brainybetty.com

Final Analysis of Japanese Study The findings from their study suggested that the use of Internet in context of communication with others is the most effective in improving skill for practical use of information. Internet use had the strongest effect on skill in collecting information. Free Template from www.brainybetty.com

Why do this study in our district A study like this on our elementary school aged children hasn’t been done. There is a demand to get our children ready and equipped with the right skills for the 21st century. Students at this age are already using Internet at home. The district needs to prove that by integrating Internet use and technology into our classrooms, students will benefit. Free Template from www.brainybetty.com

References Free Template from www.brainybetty.com Takahira, Ando, & Sakamoto. (2007). Effect of Internet Use on Development of Information Literacy: A Panel Study with Japanese Elementary School Children. Computers in the Schools, 23(3/4), Retrieved from EBSCO database. Free Template from www.brainybetty.com