You are here:

Digital Equity: New Findings from the Early Childhood Longitudinal Study
ARTICLE

, ,

Journal of Research on Technology in Education Volume 36, Number 4, ISSN 1539-1523

Abstract

This study examined young children's differential access to computers in school and home and the varying conditions that affect how children experience computers. The sample consists of 9,840 public school children who attended kindergarten and first grade. Lower and higher poverty schools are about equally likely to have computers available for children when they start their formal schooling. However, the findings suggest that the digital gap starts to widen as children move into first grade. Even though children's access to most computer resources at school increased from kindergarten to first grade, children attending higher poverty schools had significantly fewer computers and software programs available. Young children's use of computers in their classrooms differed by school poverty status.

Citation

Judge, S., Puckett, K. & Cabuk, B. (2004). Digital Equity: New Findings from the Early Childhood Longitudinal Study. Journal of Research on Technology in Education, 36(4), 383-396. Retrieved July 14, 2020 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.