Dividing at an Early Age: The Hidden Digital Divide in Ohio Elementary Schools

Autor/inn/en	Wood, Lawrence; Howley, Aimee
Titel	Dividing at an Early Age: The Hidden Digital Divide in Ohio Elementary Schools
Quelle	In: Learning, Media and Technology, 37 (2012) 1, S.20-39 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2011.567991
Schlagwörter	Urban Schools; Suburban Schools; Grade 3; Disadvantaged; Rural Schools; Resource Allocation; Rural Urban Differences; Equal Education; Elementary School Teachers; Teacher Attitudes; Teacher Education; Socioeconomic Influences; Educational Technology; Teacher Surveys; Correlation; Comparative Analysis; Access to Computers; Technology Integration; Computer Uses in Education; Information Technology; State Surveys; Statistical Analysis; Program Effectiveness; Ohio + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; School year 03; 3. Schuljahr; Schuljahr 03; Rural area; Rural areas; Ländlicher Raum; Schulen; Ressourcenallokation; Stadt-Land-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Sozioökonomischer Faktor; Unterrichtsmedien; Korrelation; Computernutzung; Informationstechnologie; Statistische Analyse
Abstract	Computers are now a ubiquitous part of US elementary school education. With policy reports suggesting that inequities in information and communication technology (ICT) access across US schools are a thing of the past, investigating how such resources and their use may nonetheless continue to vary becomes all that much more important. Through a survey of a statistically representative sample of teachers in Ohio, this research examined computer use among third grade students, including in relation to an array of ICT resources and other key factors. The results indicated that such use was more sophisticated among students in affluent suburban schools when compared to students in all other locations, including various rural and urban locations. These differences were correlated with numerous ICT resource discrepancies. Overall, the discrepancies in ICT use and resources can be understood as not only symptomatic of persistent, broader social inequalities, but also factors that reinforce such inequalities as well. (Contains 5 tables, 1 figure, and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10