Access, Attitudes and the Digital Divide: Children's Attitudes towards Computers in a Technology-Rich Environment
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| Title: | Access, Attitudes and the Digital Divide: Children's Attitudes towards Computers in a Technology-Rich Environment |
|---|---|
| Language: | English |
| Authors: | Lebens, M., Graff, M., Mayer, P. |
| Source: | Educational Media International. Sep 2009 46(3):255-266. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Educational Technology, Access to Computers, Computer Attitudes, Socioeconomic Status, Economically Disadvantaged, Performance Factors, Predictor Variables, Student Attitudes, Attitude Measures, Use Studies, Secondary School Students |
| Geographic Terms: | Germany |
| DOI: | 10.1080/09523980903135467 |
| ISSN: | 0952-3987 |
| Abstract: | Given that children in Germany with a lower socio-economic status (SES) are over-represented at general secondary schools, the present study aimed to examine the impact of children's SES on attitudes towards computers. The results suggest that compared to average SES students, children from deprived socio-economic backgrounds perceive the computer as important but remain generally more cautious towards computers, despite being exposed to a "technologically rich environment", where computer-based instruction is part of the curriculum and ensures frequent access to high quality ICT devices. The findings add further support to the notion that the mere provision of ICT access is not sufficient to close the digital divide. Rather, the extent of support that low SES children receive from their social network and prevailing stereotypes with respect to ICT proficiency, seem to be salient variables which require further investigation. (Contains 5 tables.) |
| Abstractor: | As Provided |
| Number of References: | 23 |
| Entry Date: | 2009 |
| Accession Number: | EJ855851 |
| Database: | ERIC |
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| Abstract: | Given that children in Germany with a lower socio-economic status (SES) are over-represented at general secondary schools, the present study aimed to examine the impact of children's SES on attitudes towards computers. The results suggest that compared to average SES students, children from deprived socio-economic backgrounds perceive the computer as important but remain generally more cautious towards computers, despite being exposed to a "technologically rich environment", where computer-based instruction is part of the curriculum and ensures frequent access to high quality ICT devices. The findings add further support to the notion that the mere provision of ICT access is not sufficient to close the digital divide. Rather, the extent of support that low SES children receive from their social network and prevailing stereotypes with respect to ICT proficiency, seem to be salient variables which require further investigation. (Contains 5 tables.) |
|---|---|
| ISSN: | 0952-3987 |
| DOI: | 10.1080/09523980903135467 |
