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Closing the Digital Divide: Update from the Early Childhood Longitudinal Study
ARTICLE

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Journal of Educational Research Volume 100, Number 1, ISSN 0022-0671

Abstract

The authors examined the progress made toward equitable technology access and use over children's first 4 years of school. The sample consisted of 8,283 public school children who attended kindergarten, 1st, and 3rd grades. In 3rd grade, high-poverty schools had significantly more computers for instruction and a smaller ratio of children to computers than did low-poverty schools. Over the first 4 years of school, however, children attending low-poverty schools had significantly more access to home computers than did those attending high-poverty schools. Children's use of computers during 3rd grade differed by school-poverty status. Results indicate that access to, and use of, a home computer, the presence of a computer area in classrooms, frequent use of the Internet, proficiency in computer use, and low-poverty school status were correlated positively with academic achievement. In contrast, frequent use of software for reading was correlated negatively with reading achievement. (Contains 4 tables.)

Citation

Judge, S., Puckett, K. & Bell, S.M. (2006). Closing the Digital Divide: Update from the Early Childhood Longitudinal Study. Journal of Educational Research, 100(1), 52-60. Retrieved April 2, 2020 from .

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