The Digital Divide in Formal Educational Settings: The Past, Present, and Future Relevance

Ritzhaupt, Albert D.; Cheng, Li; Luo, Wenjing; Hohlfeld, Tina N.

doi:10.1007/978-3-030-36119-8_23

Cited by 15 publications

(12 citation statements)

References 62 publications

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“…Especially among edtech providers, technology has been frequently heralded as means to improve access, learning outcomes, and collaborative practices (Sancho-Gil et al, 2020;Selwyn, 2016). On the other hand, scholarly debate on this topic is more nuanced, highlighting inequalities related to the digital divide (unequal access to technical resources) (Garcia & Lee, 2020;Warschauer, 2004) and the new digital divide (differing levels of digital skills) (Ritzhaupt et al, 2020). In addition, researchers caution that implementing digital learning is not simply a switch to online formats, but requires strategy and leadership specifically geared at implementing technology-enhanced learning and digital transformation of the HEI (Arnold & Sangrà, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…A new digital divide presupposes physical access and examines the nature of information technology use. It embodies so-called digital skills (also digital literacy or digital competency) that help learners achieve positive learning outcomes in digital settings but also differ based on level of education, culture, and English skills (Ritzhaupt et al, 2020). As this divide exists between students and teaching staff, HEIs and their faculty may yet be unprepared to adequately foster and develop digital information literacy skills among students (Santos & Serpa, 2017).…”

Section: Accessmentioning

confidence: 99%

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Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality

Laufer

Leiser

Deacon

et al. 2021

Int J Educ Technol High Educ

112

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The edtech community has promoted claims that digital education enhances access, learning, and collaboration. The COVID-19 pandemic tested these claims like never before, as higher education systems seemingly overnight had to move teaching online. Through a sequential mixed-method approach, we investigated how 85 higher education leaders in 24 countries experienced this rapid digital transformation. Through their experiences, we identified the multiple and overlapping factors that contribute to an institution’s ability to realize the potential of digital education, in terms of access, learning and collaboration, whilst highlighting deeply rooted inequalities at the individual, institutional and system level. Drawing on these empirics, we put forth recommendations for closing the digital divides and pathways forward. Higher education leaders are uniquely positioned to move beyond the emergency adoption of online learning towards inclusive, long-term visions for digital education, which emphasize collaboration over individual gain.

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Section: Discussionmentioning

confidence: 99%

Section: Accessmentioning

confidence: 99%

Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality

Laufer

Leiser

Deacon

et al. 2021

Int J Educ Technol High Educ

112

View full text Add to dashboard Cite

show abstract

“…Digital divides are found along lines of socioeconomic status, gender, age, geographic location etc. (Lembani et al, 2020 ; Milakovich & Wise, 2019 ; Ritzhaupt et al, 2020 ). The COVID-19 pandemic has exacerbated the digital inequalities worldwide (Azubuike et al, 2020 ; Lai & Widmar, 2020 ).…”

Section: Methodsmentioning

confidence: 99%

Schools as spaces for in/exclusion of young Mainland Chinese students and families in Hong Kong

Leung

Waters

Ki³

2021

CMS

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Around 30,000 children living in Shenzhen, Mainland China cross the border to Hong Kong to attend school every day. This paper focuses on the school as a key meso-level organisation that mediates macro-level policies and micro-level everyday life experiences among these children and their families. We advocate a relational, spatial perspective, conceptualising schools as webs of intersecting physical, social and digital spaces, where differences between the “locals” and “others” are played out, negotiated and (re)produced, and in turn giving rise to specific (and understudied) geographies of in/exclusion. Drawing on our qualitative research, we offer a close reading of three exemplary school spaces: (i) the physical classroom and school grounds, (ii) the digital classroom, and (iii) at the school gate. Our findings demonstrate the complex and at times contradictory ways in which “the school” is a place of both inclusion and exclusion. It is a dynamic and power-traversed space where social differences between the “locals” and the “others” are played out, contested and redefined continuously.

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“…There are didactic challenges for schools in meeting and assessing new conditions for text creation, indicating that there remains much to learn before schools have fully adopted new ways of creating and assessing texts (Edwards-Groves, 2011;Jewitt, 2009;Shanahan, 2012). Finally, research suggests that there exists a digital inequality among students, with some students developing considerable digital skills and knowledge by participating in supported activities at home, while others have little or no opportunity to engage with digital tools (Author;OECD, 2015;Ritzhaupt et al, 2020;Samuelsson, 2014). As a result of the lack of access and regular use of digital resources, students may not fully benefit from education (Ritzhaupt et al, 2020).…”

Section: Practitioner Notesmentioning

confidence: 99%

“…Finally, research suggests that there exists a digital inequality among students, with some students developing considerable digital skills and knowledge by participating in supported activities at home, while others have little or no opportunity to engage with digital tools (Author;OECD, 2015;Ritzhaupt et al, 2020;Samuelsson, 2014). As a result of the lack of access and regular use of digital resources, students may not fully benefit from education (Ritzhaupt et al, 2020). According to the OECD (2015) and Auxier and Andersson (2020), a gap exists among students concerning access to digital tools due to socioeconomic background.…”

Section: Practitioner Notesmentioning

confidence: 99%

Students as digital multimodal text designers: A study of resources, affordances, and experiences

Dahlström

2021

Brit J Educational Tech

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This paper addresses how students design multimodal digital text when making digital stories in school. Drawing on the perspective of ‘multiliteracies’, multimodal analysis of video recordings was used to understand the data. Findings revealed that (a) multimodal digital text making requires particular digital and modal text‐making skills and knowledge, such as knowledge of photography, film, film editing, image searching, and audio recording; (b) students' prior knowledge was crucial for mastering the digital and modal affordances offered when making digital stories; and (c) making multimodal digital texts in school offers increased opportunities for students to perform and succeed in text making. These findings point to the need for schools to offer education that makes it possible for all students to gain knowledge and master skills needed for contemporary text making. Such knowledge goes beyond skills and practices needed when making paper‐based text, and borders on other disciplines such as art and technology. What is already known about this topic Text making in the 21st century entails working in various modes, such as images, writing, and video, and is often performed with digital resources. Today's students must be competent in designing multimodal texts that are commonly associated with digital technology and multimedia. Students' modal choices when creating digital texts are influenced by prior experiences and knowledge of text‐making practices obtained outside school. What this paper adds This paper provides examples of the differing prerequisites of students designing a digital multimodal story. This paper offers insights into the particular digital and modal text‐making skills and knowledge necessary for students to become competent text makers. Multimodal digital texts activities in school offers increased opportunities for students to perform and succeed in text making. Implications for practice and/or policy The results of this study have implications for literacy practices as well what is included in the literacy curriculum. This study provides implications for education that intends to reduce inequalities in students' prerequisites concerning making digital multimodal texts, and examines the text‐making experiences, knowledge, and skills students already possess upon entering the classroom. Classroom‐based instruction and opportunities for digital creation can bridge the gap between student's informal text‐making activities and formal text‐making activities at school and help to close the digital divide among students.

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The Digital Divide in Formal Educational Settings: The Past, Present, and Future Relevance

Cited by 15 publications

References 62 publications

Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality

Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality

Schools as spaces for in/exclusion of young Mainland Chinese students and families in Hong Kong

Students as digital multimodal text designers: A study of resources, affordances, and experiences

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