Technology and equity in schooling

Deconstructing the digital divide

Mark Warschauer, Michele Knobel, Lee Ann Stone

Research output: Contribution to journalReview articleResearchpeer-review

163 Citations (Scopus)

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 languageEnglish
Pages (from-to)562-588
Number of pages27
JournalEducational Policy
Volume18
Issue number4
DOIs
StatePublished - 1 Sep 2004

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digital divide
equity
school
social status
new technology
student
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Keywords

  • Equity
  • Technology

Cite this

Warschauer, Mark ; Knobel, Michele ; Stone, Lee Ann. / Technology and equity in schooling : Deconstructing the digital divide. In: Educational Policy. 2004 ; Vol. 18, No. 4. pp. 562-588.
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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 journalReview articleResearchpeer-review

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