DIGITAL DIVIDES AND CAPITAL CONVERSION: The optimal use of information and communication technology for youth reading achievement

Abstract

CONVERSIONThe optimal use of information and communication technology for youth reading achievement Analysis of a nationally representative survey of 15-year-old Canadian youth indicates how capital can be converted from one form to another by examining the use of information and communication technology (ICT) and reading achievements. Overall there is a negligible linear relationship but a pronounced curvilinear one between these variables, suggesting an optimal level of ICT use. This optimal point varies by gender (males are able to use ICT more before negative effects set in), and by parental education (with girls from highly educated homes gaining more from the use of ICT). Implications for policy and practice are discussed.

The role of arts-related information and communication technology use in problem solving and achievement: Findings from the programme for international student assessment.

“…In a study of nationally representative 15-year-old Canadian youth, for example, Thiessen and Looker (2007) reported that the frequency of computer use improved reading achievement up to a certain point, and more intensive use was associated with detrimental effects on achievement. In a study with American seventh and eighth graders.…”

“…Another body of research has pointed to the adaptive consequences of information and communication technology (ICT) on cognitive skills and academic achievement (Attewell & Battle, 1999;Wenglinsky, 1998), with recent evidence pointing to the presence of an "optimal" amount of ICT use for academic benefits (e.g., Thiessen & Looker, 2007). This latter finding appears consistent with the current notion of the "digital divide" (Attewell, Suazo-Garcia, & Battle, 2003;Peter & Valkenburg, 2006) concerning not only how much ICT is used (i.e., the quantity or ft-equency of ICT use) but also how well it is used (i.e., the quality or effectiveness of ICT use).…”

Patterns of and Reasons for Infrequent Internet Use: A Qualitative Exploration of Australian Youth

“…In schools, computer and internet use is linked to academic performance (Jackson, Brown, & Pardun, 2008;Luu & Freeman, 2011;Thiessen & Looker, 2007). In other words, academically driven digital media use enhances students' digital media literacy and is encouraged at school.…”

Gender and social resources: digital divides of social network sites and mobile phone use in Singapore

“…The disparity between people with and without technology access constitutes a first-order digital divide (Thiessen & Looker, 2007). As the access gap shrinks in industrial societies (e.g., National Telecommunications & Information Administration, 2001), it becomes less relevant in discussions of social inequalities (Tranter & Willis, 2002).…”