Year Two

Component 4: Access to Technology  

Placement of Technology into Classrooms

A major reason for the development of the Urban Dreams project was the lack of technology access by students within the classroom.  The vast majority of students in the target secondary schools attended classrooms that did not have computer technology or access to the Internet.  Similarly, the teachers in those classrooms rarely used computer technology for instructional purposes.

Urban Dreams has made a significant impact on the access to technology by both students and parents.  More students and their parents are accessing technology on a regular basis as a direct result of this project.  The project is accomplishing this by:  a) the placement of technology into secondary social studies and English classrooms; and b) the placement of refurbished computers into the homes of students who attend those same classrooms.

A major activity of the Urban Dreams project has been the building of infrastructure including wiring classrooms for the Internet, purchase of computers and software and the placement of the technology within each of the more than 50 classrooms used by Urban Dreams teachers.  This tremendous undertaking has been accomplished by a collaborative effort between district, school site, and project staff.   The district has made extensive use of state and local funds to support this effort.

As a result of this undertaking, all of the classrooms of participating teachers currently have high speed Internet access, a laptop computer, 5 desktop computers, software, a VCR and a large presentation monitor.  In addition, Urban Dreams provides each school site with two class sets of "Alpha Smarts" keyboards and two projectors for classroom presentations. Urban Dreams and district staff also provide ongoing technical assistance.

Participating teachers are overwhelmingly supportive of the new technology.  They are increasingly using technology as a part of their instructional programs.  Students also use the technology as part of their regular instructional program throughout the day. Several project teachers have reported that students from other classrooms lacking equipment often use project technology before and after school.

Placement of Refurbished Computers into Homes

Another major activity designed to address the digital divide has been the placement of computers into the homes of secondary students.  During the 2000 – 2001 school year, the project, in conjunction with its community partners, provided a second round of refurbished computers to 201 families in Oakland during the spring of 2000.  Over 500 computers have thus far been given to families of OUSD students.

A major question posed to the evaluators is how the families are using the computers.  To answer this, the project evaluators conducted a phone survey during the winter of 2001 of the first cohort (1999-2000) of computer recipients.  The survey consisted of seven questions that were developed by the evaluator, program staff, and a collaborator who is involved in the parent-training component.  The evaluation staff randomly attempted to contact one hundred and forty-five of the two hundred and one families who were identified by the project staff as having received a computer during the spring of 2000.  The interviews were held in English and Spanish with 39 adults.

The following are the results of each questions posed to the 39 respondents.

N=39

The children or the grandchildren are exclusive users of 56% of the computers that were given away.  The parents and the grandparents use the machines in 23% of the households.  Twenty-one percent of the computers are not being utilized by anyone in the family.  

N = 39  

Most of the computer owners used their machines for homework only or games and homework.  One quarter of the eligible families either do not use or did not receive their computers.

N = 39

Most of the computers are not hooked up to the Internet at this time.  One father commented, “It was a little disappointing because we took it home and there was no modem.”

N = 39

The training received by two-thirds of the parents was sufficient to enable them to do basic skills on their computers.  Only eight percent of the Urban Dreams workshop attendees felt that the training was lacking.

N=39

While the recipients were grateful to receive a free computer, 69% had experienced or are experiencing problems that inhibit their use.  The one reoccurring statement that the parents made was that the computer was too slow.  Only 31% of those surveyed had observed no problems.

  N=39

The survey indicated that only 3% knew they were using New Deal software.  The majority of those questioned did not know what it was.

N = 39

Seventy-one percent of the computer recipients have either not bought or don’t plan to buy another PC.  Respondents indicated that financial reasons were the main cause a computer would not be purchased.  Some people said that they look forward to getting a new computer during the next Urban Dreams giveaway.

N = 39

More than half of the surveyed participants stated that the Urban Dreams Computers For Families program was a good program.  Many of the people categorized as “other” stated that although the program was positive they believed the computer they received was not very functional.  Some indicated that the lack of a modem was a major problem with the computers.  Sixteen percent indicated that they did not receive the computer that they were promised.

© Copyright 2001 Center for Evaluation and Research, LL