Re-Conceptualization of  Digital Divide  among Primary School Children in an Era of Saturated Access to Technology

Talaee, Ebrahim; Noroozi, Omid

doi:10.26822/iejee.2019155334

Cited by 23 publications

(27 citation statements)

References 38 publications

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“…Despite of the positive support of technologies in students' learning of media literacy and in creation of digital storybooks, Talaee and Noroozi (2019) pointed out that it is still very important to look at the students' digital divide in the era of saturated access to technology. The digital divide may handicap students' performance in the use of technologies in the teaching and learning process.…”

Section: Fostering Technology and Media Literacy Developmentmentioning

confidence: 99%

Information and Communication Technology to Help Students Create Their Own Books the Dialogic Way

Ivone

Jacobs²,

Santosa

2020

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The use of Information and Communication Technology (ICT) in language learning allows students to be more engaged and innovative. The present article explores the potential use of technology in the planning, drafting, reviewing, and publishing stages of students’ own book creation. First, the use of digital tools to create books in an interactive and engaging process and format is discussed. Then, the varieties of multimedia books created using ICT are explored. Next, the use of technology for sharing ideas, communicating opinions, collaborating, and reviewing others’ books is explained. The article also describes some collaborative methods students may employ in creating books. Finally, it discusses learners’ development of technology and media literacy in the creation of their own books.

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Section: Fostering Technology and Media Literacy Developmentmentioning

confidence: 99%

Information and Communication Technology to Help Students Create Their Own Books the Dialogic Way

Ivone

Jacobs²,

Santosa

2020

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“…Initially, the conceptualisation of the digital divide was developed from a dichotomous category: access or no access to technology [22]. However, in reality, the phenomenon is much more complex, due to a variety of economic, demographic, cultural, individual and social factors [22][23][24][25]. Moreover, these factors are often interdependent; this gave rise to the term 'intersectionality', which is focused on individuals who are affected by multiple inequalities [21,22,26].…”

Section: Introductionmentioning

confidence: 99%

“…The digital divide is defined as a social inequality between individuals regarding (1) "access" (availability of technological devices and Internet connection), ( 2) "effective use" (frequency of technology use) and ( 3) "social envelope" (capacity to use ICT for different purposes) [20,25,27]. Thus, there are three types of digital divides, based on their nature and associated factors: (a) access to technology, (b) digital competency and (c) attitudes and motivation toward technologies [23].…”

Section: Introductionmentioning

confidence: 99%

“…In this context, the academic results during the closing of educational centres have become more dependent on motivation, attention, attitude, parental skills and the accompaniment strategies of the families [35,39]. Moreover, the low computing skills of parents in the learning environment at home [25] and the poor academic and digital literacy in the family environment [8,16,36] can worsen the socio-digital inequalities among students.…”

Section: Introductionmentioning

confidence: 99%

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Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown

Díaz

2021

IJERPH

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To contain the COVID-19 pandemic, governments all over the world implemented strong lockdown measures to a large part of the population, including the closing of educational centres. Teachers were urged to transform their teaching methodology, moving from a face-to-face model to an emergency remote education (ERE) model, characterised by the use of technologies to continue with lectures and maintain the physical distance with the students. The aim of the present study was to analyse the existence of socio-digital inequalities and the educational challenges posed by the development of an ERE model, hence, contributing to the literature by proposing a systematic and holistic approach on this phenomenon. Based on the characteristics of the research problem and the objectives set, a qualitative methodology was applied. On the one hand, a semi-structured interview was conducted with 136 active teachers as the main data gathering technique. On the other hand, grounded theory was key in interpreting the results, with the aim of generating the theory in a systematic and holistic manner. It can be asserted that ERE was very useful during the lockdown of schools, and its potential to transform education was demonstrated. However, it was also shown that the development of an ERE model can cause socio-digital inequalities among students, due to the lack of access to digital devices and Internet connection, mainly due to factors, such as the socio-educational level of the family and the rural or urban context of the centre.

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“…In this regard, experts on the field seem to agree that access to technology is not equitably distributed between countries, territories, or among the different members of society. This initial barrier, which hinders equitable access to technology, is called the first-generation digital divide ( Selwyn, 2004 , 2010 ; Talaee and Noroozi, 2019 ; Van Dijk, 2019 ). More recently, the specialized discussion has broadened the scope of the definition of the first-generation digital divide, since, in order to conceptualize the scope of digital development and its relationship with social integration, it is necessary to pay attention not only to the possibilities of access but also to the capacities that people should have to take advantage of them.…”

Section: Introductionmentioning

confidence: 99%

Mediation of Problematic Use in the Relationship Between Types of Internet Use and Subjective Well-Being in Schoolchildren

et al. 2021

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Subjective well-being is a broad category of phenomena that includes people’s emotional responses, domain satisfactions, and global judgments of life satisfaction. This research investigates how schoolchildren’s subjective well-being is affected by the different types of technology use, in personal contexts, and, concurrently, whether these effects are different when the use of technology is problematic. The central hypotheses are as follows: (1) the use of the Internet affects the subjective well-being of schoolchildren negatively only when this use is problematic and (2) the effect on subjective well-being is different according to the type of Internet use. To respond to the objectives of the research, a survey was applied to 15-year-old adolescents (2,579 cases), distributed in 330 public schools, beneficiaries of a government program for the delivery of personal computers and Internet for a year. The different uses of the Internet were measured using frequency scales by type of activity (social, recreational, and educational). Problematic use scale measured the perception of negative consequences of the intensity of Internet use on a daily basis. Subjective well-being was measured by the Personal Well-Being Index-School Children (PWI-SC). Subsequently, for analytical purposes, three simple mediation models were created, whose dependent variable was PWI-SC, while its independent variables were Internet use scales differentiated by purpose (social, recreational, and educational) and problematic use as a mediating variable, as well as attributes of the subjects and their social environment, which were incorporated as control variables. The main results show that only if Internet use is expressed as problematic does it negatively affect subjective well-being. On the contrary, when the use of the Internet is not problematic, the effect is positive and even greater than the simple effect (without mediation) between these two variables. This finding is relevant, since it allows us to provide evidence that suggests that, when studying the effect that the intensity of the Internet, firstly, one must consider the mediating effect exerted by the network’s problematic use and, secondly, that not all types of use have the same impact. Therefore, it is useful to enrich the discussion on subjective well-being and social integration of schoolchildren in the digital age.

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Re-Conceptualization of Digital Divide among Primary School Children in an Era of Saturated Access to Technology

Cited by 23 publications

References 38 publications

Information and Communication Technology to Help Students Create Their Own Books the Dialogic Way

Information and Communication Technology to Help Students Create Their Own Books the Dialogic Way

Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown

Mediation of Problematic Use in the Relationship Between Types of Internet Use and Subjective Well-Being in Schoolchildren

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