Education Equity and the Digital Divide
Paul Gorski, Hamline University, United States
AACE Journal Volume ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The term “digital divide” has traditionally described inequalities in access to computers and the Internet between groups of people based on one or more dimensions of social or cultural identity. Accordingly, researchers tend to compare rates of physical access to, or actual use of, these technologies across groups based on race, gender, socioeconomic status, education level, disability status, first language, and other identifiers. But this conceptualization for the digital divide fails to capture the full picture of inequity and alienation recycled be these gaps and the resulting educational, social, cultural, and economic ramifications, particularly by those who are already alienated by exclusive curricula, school cultures, and most other dimensions of education. The purpose of this paper is to reformulate a conceptualization of the digital divide and its relationship to education by building on a critical review of recent research and shifting the “access” paradigm toward one not based on equality of physical access, but on equity of access.
Gorski, P. (1999). Education Equity and the Digital Divide. AACE Journal. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
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