Digital Equality Requires More than Access

Autor/in	Rafalow, Matthew H.
Titel	Digital Equality Requires More than Access
Quelle	In: Phi Delta Kappan, 102 (2021) 6, S.26-29 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721721998150
Schlagwörter	Equal Education; Access to Computers; Educational Technology; Racial Differences; Ethnicity; Middle School Students; Social Class; Teacher Attitudes; Technological Literacy; Socioeconomic Influences; Asian American Students; White Students; Hispanic American Students; African American Students; Racial Bias; Social Bias; Middle School Teachers; California + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Rassenunterschied; Ethnizität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Social classes; Soziale Klasse; Lehrerverhalten; Technisches Wissen; Sozioökonomischer Faktor; Asian immigrant; United States; Asiatischer Einwanderer; USA; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; African Americans; Afroamerikaner; Racial discrimination; Rassismus; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	Conversations about digital inequality in education often revolve around access to technology. However, research into youth culture has shown that many Black and Latinx teens are able to access technology and have developed the same digital skills as their white peers. Social scientist Matt Rafalow observed three California middle schools where students had similar levels of access to digital technologies despite being from different racial and class backgrounds and found that teachers perceived students' technological abilities differently. Wealthy white students' digital play was seen as essential to learning, while Asian American and Latinx students' skills were seen as either a threat to their learning or irrelevant to it. Addressing digital inequality will require schools to also address the racial and class prejudice that leads teachers to view students' abilities differently. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01