Search

The authors' intent was to show the effect of student discussion board activity on academic outcomes, after accounting for past academic performance. Data were collected from 516 students enrolled in a junior-level required business course. Controlling for students' grade point average, stepwise regression showed a significant relationship between scholarly discussion board usage and both group and individual grades. Students who read the discussion board improved their final grade. More importantly, those students who posted to the discussion board showed further improvement in their academic performance. The findings strongly support the critical notion that when discussion board activity is structured, scholarly networking leads to better student performance. This should encourage more faculty to incorporate task-oriented online discussion in their courses. (Contains 2 tables.)

Educational settings worldwide have a significant impact on the early use of digital devices and online media by children. Therefore, schools' educational technology (EdTech) adoption decisions may lead to long‐term repercussions for students and society. The authors explore how schools make technology decisions on behalf of their students, focusing on the ways that privacy and data security are considered in technology adoption decisions and use. Adaptation‐level theory helps to illustrate the growing dependence on technology in compulsory educational settings, the convenience of adopting digital tools, and the risks to children that result as they use and adapt to technology. Analysis of in‐depth interviews and text analysis of public state reports indicate that confusion between information technology and EdTech consequentially leads to a "privacy‐security chasm." Findings highlight privacy‐security challenges in K‐12 school districts and the growing need to understand student privacy protection as part of children's digital well‐being. [ABSTRACT FROM AUTHOR]