Closing the Digital Divide: Update from the Early Childhood Longitudinal Study
Journal of Educational Research Volume 100, Number 1, ISSN 0022-0671
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.)
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.
Cited ByView References & Citations Map
Tara Kissel, University of North Texas,College of Information: Learning Technologies, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1582–1585
Haya Shamir, Erik Yoder, Kathryn Feehan & David Pocklington, Waterford Research Institute, United States
Journal of Educational Multimedia and Hypermedia Vol. 27, No. 1 (January 2018) pp. 115–130
Krista Ruggles & Alyson Adams, University of Florida, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 161–166
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