Abstract
This qualitative study compared the availability of, access to, and use of new technologies in a group of low- and high-socioeconomic status (SES) California high schools. Although student-computer ratios in the schools were similar, the social contexts of computer use differed, with low-SES schools affected by uneven human support networks, irregular home access to computers by students, and pressure to raise school test scores while addressing the needs of large numbers of English learners. These differences were expressed within three main patterns of technology access and use, labeled performativity, workability, and complexity, each of which shaped schools' efforts to deploy new technologies for academic preparation.
| Original language | English |
|---|---|
| Pages (from-to) | 562-588 |
| Number of pages | 27 |
| Journal | Educational Policy |
| Volume | 18 |
| Issue number | 4 |
| DOIs | |
| State | Published - 1 Sep 2004 |
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Keywords
- Equity
- Technology
Cite this
}
Technology and equity in schooling : Deconstructing the digital divide. / Warschauer, Mark; Knobel, Michele; Stone, Lee Ann.
In: Educational Policy, Vol. 18, No. 4, 01.09.2004, p. 562-588.Research output: Contribution to journal › Review article
TY - JOUR
T1 - Technology and equity in schooling
T2 - Deconstructing the digital divide
AU - Warschauer, Mark
AU - Knobel, Michele
AU - Stone, Lee Ann
PY - 2004/9/1
Y1 - 2004/9/1
N2 - This qualitative study compared the availability of, access to, and use of new technologies in a group of low- and high-socioeconomic status (SES) California high schools. Although student-computer ratios in the schools were similar, the social contexts of computer use differed, with low-SES schools affected by uneven human support networks, irregular home access to computers by students, and pressure to raise school test scores while addressing the needs of large numbers of English learners. These differences were expressed within three main patterns of technology access and use, labeled performativity, workability, and complexity, each of which shaped schools' efforts to deploy new technologies for academic preparation.
AB - This qualitative study compared the availability of, access to, and use of new technologies in a group of low- and high-socioeconomic status (SES) California high schools. Although student-computer ratios in the schools were similar, the social contexts of computer use differed, with low-SES schools affected by uneven human support networks, irregular home access to computers by students, and pressure to raise school test scores while addressing the needs of large numbers of English learners. These differences were expressed within three main patterns of technology access and use, labeled performativity, workability, and complexity, each of which shaped schools' efforts to deploy new technologies for academic preparation.
KW - Equity
KW - Technology
UR - http://www.scopus.com/inward/record.url?scp=4344661811&partnerID=8YFLogxK
U2 - 10.1177/0895904804266469
DO - 10.1177/0895904804266469
M3 - Review article
AN - SCOPUS:4344661811
VL - 18
SP - 562
EP - 588
JO - Educational Policy
JF - Educational Policy
SN - 0895-9048
IS - 4
ER -