Exploring digital divide issue among urban and rural k-12 schools in economically developed regions

2011 ◽  
Author(s):  
Yang Yunyue ◽  
Li Yan
Keyword(s):  
Digital Divide ◽  
K 12

The Digital Divide and K-12 Student Computer Use

10.28945/2926 ◽  
2005 ◽  
Author(s):  
James N. Morgan ◽  
Craig A. VanLengen
Keyword(s):  
Digital Divide ◽  
Computer Use ◽  
Census Data ◽  
Internet Access ◽  
Demographic Characteristics ◽  
The Internet ◽  
Substantial Impact ◽  
Limited Basis ◽  
K 12 ◽  
The Impact

The divide between those who have computer and Internet access and those who do not appears to be narrowing, however overall statistics may be misleading. Measures of computer availability in schools often include cases where computers are only available for administration or are available only on a very limited basis (Gootman, 2004). Access to a computer and the Internet outside of school helps to reinforce student learning and emphasize the importance of using technology. Recent U.S. statistics indicate that ethnic background and other demographic characteristics still have substantial impact on the availability and use of computers by students outside of the classroom. This paper examines recent census data to determine the impact of the household on student computer use outside of the classroom. Encouragingly, the findings of this study suggest that use of a computer at school substantially increases the chance that a student will use a computer outside of class. Additionally, this study suggests that computer use outside of the classroom is positively and significantly impacted by being in a household with adults who either use a computer at work or work in an industry where computers are extensively used.

scholarly journals The Digital Divide and K-12 Student Computer Use

10.28945/861 ◽  
2005 ◽  
Vol 2 ◽  
pp. 705-722 ◽  
Author(s):  
James N. Morgan ◽  
Craig A. Vanlengen
Keyword(s):  
Digital Divide ◽  
Computer Use ◽  
K 12

Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in Florida

2008 ◽  
Vol 51 (4) ◽  
pp. 1648-1663 ◽  
Author(s):  
Tina N. Hohlfeld ◽  
Albert D. Ritzhaupt ◽  
Ann E. Barron ◽  
Kate Kemker
Keyword(s):  
Public Schools ◽  
Digital Divide ◽  
Ict Literacy ◽  
K 12

scholarly journals COVID-19, Distance Learning and the Digital Divide: A Case of Higher Education in the United States and Pakistan

2021 ◽  
Vol 23 (3) ◽  
pp. 112-133
Author(s):  
Sunaina Asher
Keyword(s):  
Higher Education ◽  
United States ◽  
Distance Learning ◽  
Digital Divide ◽  
Teaching Practice ◽  
The United States ◽  
Midwestern University ◽  
Multiple Case ◽  
Faculty And Administrators ◽  
K 12

This multiple case study describes the experiences of students, faculty and administrators with distance learning during this pandemic in the context of a Midwestern University in United States and an elitist University in Lahore, Pakistan. The participants were invited to talk about their experiences through a Zoom interview. Data were analyzed thematically and the findings revealed that the issue of the digital divide was as much as problem in higher education as in K-12. Digital divide in Pakistan is far greater due to lack of investment in educational technology. The paper ends with acknowledging the potential limitations and making recommendations for leadership and teaching practice.

scholarly journals Multidimensional Approaches to Illustrate to Digital Divide among K-12 Students

2021 ◽  
Author(s):  
Cary Jim ◽  
Sarah Evans ◽  
Alison Grant
Keyword(s):  
Digital Divide ◽  
Open Data ◽  
The United States ◽  
Economic Benefits ◽  
Cost Ratio ◽  
County Level ◽  
Interactive Maps ◽  
Benefit Cost Ratio ◽  
Economic Perspectives ◽  
K 12

In this paper, we share the initial findings from a multi-disciplinary project by Team D2IE (Digital Divide and Inclusion in Education), the recent first-place winner of the Global XPRIZE Education Open Data Challenge, where they investigated how digital infrastructure and internet connectivity varies among K-12 students at the county level across the United States. Two quantitative measures (Student Digital Opportunity and Benefit-Cost Ratio) and three interactive maps were developed from socio-technical and economic perspectives to support decision-making. The three interactive maps allow stakeholders to evaluate digital access, usage, cost, and economic benefits at the county level across the country.

Teacher Education and Digital Equity

2017 ◽  
pp. 120-136
Author(s):  
Anita Rao Mysore
Keyword(s):  
United States ◽  
Teacher Education ◽  
Digital Divide ◽  
School Administrators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Digital Equity ◽  
K 12

For close to two decades, researchers have discussed the prevalence of digital divide in the United States. Scholars have also proposed principles to bring about digital equity. The purpose of this chapter is to examine both conceptual and empirical reviews and studies conducted in this millennium to bring about digital equity. The chapter informs teacher education programs, researchers, school administrators, policymakers, teachers, and other stakeholders about evidences and recommendations to bring about digital equity in US K-12 and teacher education.

Logistical Issues With OER Initiative in a K-12 Environment

2017 ◽  
pp. 98-119 ◽  
Author(s):  
Alesha Baker ◽  
Tutaleni Asino ◽  
Ying Xiu ◽  
Jose L. Fulgencio
Keyword(s):  
School District ◽  
Digital Divide ◽  
Mobile Devices ◽  
Student Empowerment ◽  
Equal Distribution ◽  
Access To Knowledge ◽  
K 12 ◽  
Open Textbooks

The arguments in favor of OER are many: ranging from cutting costs to a more equal distribution and access to knowledge globally. While there is a body of literature on the benefits and challenges to OER, what is often missing are cases of implementations that those who wish to adopt can emulate or learn from. In this chapter, we present a case study of a K-12 school district that is currently engaged in implementing open textbooks using mobile devices. We examined their process, and the logistical issues they have faced. Our findings reveal how a digital divide, student's preferences for a textbooks and perceptions of student empowerment all play a logistical role in adoption of OER.

Teacher Education and Digital Equity

2017 ◽  
pp. 2113-2129
Author(s):  
Anita Rao Mysore
Keyword(s):  
United States ◽  
Teacher Education ◽  
Digital Divide ◽  
School Administrators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Digital Equity ◽  
K 12

For close to two decades, researchers have discussed the prevalence of digital divide in the United States. Scholars have also proposed principles to bring about digital equity. The purpose of this chapter is to examine both conceptual and empirical reviews and studies conducted in this millennium to bring about digital equity. The chapter informs teacher education programs, researchers, school administrators, policymakers, teachers, and other stakeholders about evidences and recommendations to bring about digital equity in US K-12 and teacher education.

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