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Redefining the Digital Divide: Beyond Access to Computers and the Internet

The High School journal, 2007-02, Vol.90 (3), p.31-44 [Peer Reviewed Journal]

Copyright 2006 The University of North Carolina Press ;Copyright © 2007 The University of North Carolina Press. ;COPYRIGHT 2007 University of North Carolina Press ;Copyright University of North Carolina Press Feb/Mar 2007 ;ISSN: 0018-1498 ;ISSN: 1534-5157 ;EISSN: 1534-5157 ;DOI: 10.1353/hsj.2007.0013

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Title:
Redefining the Digital Divide: Beyond Access to Computers and the Internet
Author: Valadez, James R. ; Duran, Richard
Subjects: Access to Computers ; Asian Americans ; California ; Comparative Analysis ; Computer assisted instruction ; Computer Mediated Communication ; Computer technology ; Computer Uses in Education ; Computers in education ; Data processing ; Digital divide ; Disadvantaged Schools ; Durán, Richard P ; Education ; Educational Resources ; High schools ; Information technology ; Internet ; Internet in education ; Learner engagement ; Personal computers ; Post hoc ; Social aspects ; Social Influences ; Social Networks ; Software ; Students ; Surveys ; Teachers ; Teaching Methods ; Technology application ; Technology Integration ; United States
Is Part Of: The High School journal, 2007-02, Vol.90 (3), p.31-44
Description: This study critiqued the notion that a binary "digital divide" between high and low resource schools describes accurately the technology disparity in U.S society. In this study, we surveyed teachers from six southern California schools. Five of the schools were low resource schools and one school, chosen for comparative purposes, was characterized as a high resource school. We found that high resource school teachers had significantly more physical access to computers and the Internet (C&I), more frequent use of C&I, more creative uses of C&I for instruction, communicated by email more often with students, and engaged more frequently in professional activities such on on-line communication with other teachers. The study lent modest support to previous researchers (Natriello, 2001; Warschauer, 2003a, 2003b, 2003c; Wenglinksy, 1998) who claimed that high resource students are more likely to use C&I for more experimental and creative uses than students from low resource schools. In addition the findings contribute to a broader definition of the "digital divide" that includes social consequences including the impact of social networks and wider use of technology to improve instruction. (Contains 7 tables and 5 endnotes.)
Publisher: Chapel Hill: The University of North Carolina Press
Language: English
Identifier: ISSN: 0018-1498
ISSN: 1534-5157
EISSN: 1534-5157
DOI: 10.1353/hsj.2007.0013
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
ProQuest Central

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Redefining the Digital Divide: Beyond Access to Computers and the Internet

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