An examination of seven years of technology integration in Florida schools: Through the lens of the Levels of Digital Divide in Schools

Hohlfeld, Tina N.; Ritzhaupt, Albert D.; Dawson, Kara; Wilson, Matthew L.

doi:10.1016/j.compedu.2017.05.017

Cited by 69 publications

(38 citation statements)

References 23 publications

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“…. Our results also converge with the findings of the studies carried out in low-socioeconomic-status (low-SES) schools: In this context, teaching practices with ICT are focused on drill and practice (Warschauer & Matuchniak, 2010;Dolan, 2016;Hohlfeld, Ritzhaupt, Dawson & Wilson, 2017).…”

Section: Discussionsupporting

confidence: 90%

Everyday Laptop Use by Children in a Southern Country: A Mixed-Method Approach

Nogry

Varly

2017

Journal of Research on Technology in Education

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International audienceInformation and communication technology (ICT) use among children in low-income countries remains understudied. The purpose of this study is to describe laptop usage among children in 10 the context of the One Laptop per Child (OLPC) project 4 years after the laptops were first introduced in a community in Madagascar. The study was conducted using a mixed-method approach combining analysis of ICT use history, empirical observations, and interviews with children and parents. In class, activities involving laptops—including educational games, information research, and the creation of texts and storyboards—were found to be aligned with 15 existing classroom activities. Outside school, computers were found to be used in individual, group, or family settings to listen to music and watch videos, play games, share content, and do homework. The study also found that computers play a major role in everyday routines, opening up new possibilities in photography and video-making. The findings also indicate that computer usage encourages children to learn new literacies in which image plays a central role and new 20 forms of self-expression if they are accompanied and supported by their family

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Section: Discussionsupporting

confidence: 90%

Everyday Laptop Use by Children in a Southern Country: A Mixed-Method Approach

Nogry

Varly

2017

Journal of Research on Technology in Education

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“…While traditional definition of the digital divide involves primarily the question of access (Hohlfeld et al, 2017), the term has been defined as "the gap between individuals, households, businesses and geographic areas at different socio-economic levels with regard both to their opportunities to access ICT and to their use of the Internet for a wide variety of activities" (OECD, 2001, p. 5). The description of the digital divide at first stressed only PC ownership and the Internet access, then the accessibility of the Internet connections and the types of online usages have been attached to the term (Cruz-Jesus et al, 2016).…”

Section: Digital Dividementioning

confidence: 99%

“…The description of the digital divide at first stressed only PC ownership and the Internet access, then the accessibility of the Internet connections and the types of online usages have been attached to the term (Cruz-Jesus et al, 2016). Digital disparities like social inequality point out the differences in technology access, skills and use (Goncalves, Oliveira, & Cruz -Jesus, 2018;Hohlfeld et al, 2017). Nowadays, the indicators have been extended to cover new technologies, software and applications (Chipeva, Crus-Jesus, Oliveira, & Irani, 2018), and the content (Erdiaw-Kwasie & Alam, 2016).…”

Section: Digital Dividementioning

confidence: 99%

“…In addition to these factors, geographic location (rural versus urban) and personal attributes (age, gender, educational status, and individual qualities) are important factors to be investigated for depicting digital divide. (Hohlfeld, Ritzhaupt, Dawson, & Wilson, 2017). As Park (2017) stated people living in rural areas have been at a persistent digital disadvantage compared to urban counterparts.…”

Section: Introductionmentioning

confidence: 99%

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Kitaplar veya Bilgisayarlar: Kırsal Bölgelerden Bir Tutum Karşılaştırma Çalışması

Yakin

Tınmaz

2019

Trakya Eğitim Dergisi

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Bilgi ve İletişim Teknolojilerinin (BİT) insan yaşamını derinden etkileyip değiştirdiği bu yüzyıl içerisinde yine de herkesin bu teknolojilere erişim ve kullanım şansına sahip olmadığını görmekteyiz. Bu anlamda insanlık sadece teknolojik gelişmelere değil, aynı zamanda dijital bölünmelere de (digital divide) tanıklık etmektedir. Literatür çalışmalarına bakıldığında, dijital uçurumun (ya da bölünmelerin), kişinin yaşadığı yere, cinsiyetine, sosyo-ekonomik veya eğitim geçmişine bağlı olarak değiştiği ortaya çıkmaktadır. Böylesi bir durumda, Türkiye genel profiline bakıldığında dijital bölünmenin sadece Doğu Batı ekseninde gerçekleştiği düşünülmektedir. Bu çalışma içerisinde bunun aksine sayısal uçurumun ülke genelinde her yerde oluştuğunu ve kişiler üzerindeki etkisini göstermek amacıyla ülkenin batısında yer alan bir ilinden seçilmiş bir ilçesine odaklanılmaktadır. Odak kitle olarak ise değişimin en çok etkilediği bugünün gençleri, özellikle de orta öğrenim (lise) öğrencileri seçilmiştir.

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“…Distance learning has the potential to provide access to the same quality of education in both rural and urban areas (Masino & Miguel, ). The existing literature has thoroughly addressed the implementation of distance learning to narrow down the educational gaps between urban and rural environments (Hohlfeld, Ritzhaupt, Dawson, & Wilson, ; Leontidis, Halatsis, & Grigoriadou, ; Robinson, ). However, the infrastructure required to access distance learning is still questionable.…”

Section: Introductionmentioning

confidence: 99%

Mitigating the urban–rural educational gap in developing countries through mobile technology‐supported learning

Khan¹,

Hwang²,

Abbas³

et al. 2018

Brit J Educational Tech

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One form of educational inequality is the disparity that exists between urban and rural settings. Equal distribution of quality education is a challenge for developing countries due to the unavailability of resources. Various approaches to equal distribution are distance learning, telecast learning and e‐learning; however, these approaches cannot achieve the desired objectives due to their limitations. This research aimed to investigate the interesting question of whether mobile technology can bring urban and rural settings closer together. A mobile application for learning Urdu grammar was designed to measure the learning gains of fourth‐grade students at two different schools from urban and rural settings. A quantitative technique, the quasi‐experimental pre‐test and post‐test method, was used to measure the effectiveness of the mobile application. The comparison of the students’ performances at the urban and rural schools illustrated the role of mobile technology in mitigating the educational gap. The present study provides evidence that children from different social backgrounds may benefit equally from mobile technology.

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An examination of seven years of technology integration in Florida schools: Through the lens of the Levels of Digital Divide in Schools

Cited by 69 publications

References 23 publications

Everyday Laptop Use by Children in a Southern Country: A Mixed-Method Approach

Everyday Laptop Use by Children in a Southern Country: A Mixed-Method Approach

Kitaplar veya Bilgisayarlar: Kırsal Bölgelerden Bir Tutum Karşılaştırma Çalışması

Mitigating the urban–rural educational gap in developing countries through mobile technology‐supported learning

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