“At-Risk” Learners and the “Digital Divide”: Exploring the Equity in Access Issue
Jeanne Foster, Sharla Snider, Texas Woman's University, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Education has been considered the "key to success," and technology, in recent history, has been considered "the great leveler"-capable of providing "keys" to all learners without regard to their race, ethnicity, or gender. Most recently, the term "digital divide" has surfaced, referring to inequitable access to technology. Within this divide, the "haves" are more likely to enjoy greater access to technology than the "have nots." The long-term negative effects of this phenomenon are being felt by those in certain segments of society who are effectively marginalized by a lack of equitable access to technology. This paper focuses on at-risk learners by examining the factors that contribute to the "digital divide," the possible long-term effects of this phenomenon, and effective classroom uses of technology that challenge the negative impact of the "digital divide."
Foster, J. & Snider, S. (2000). “At-Risk” Learners and the “Digital Divide”: Exploring the Equity in Access Issue. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 249-255). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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Alvaro Salinas & Jaime Sanchez, University of Chile, Chile
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 161–170
Therese Laferriere, Laval University, Canada; Paul Resta, University of Texas (Austin), United States
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1981–1986
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