Factors affecting access to digital technologies and the resulting impact for students in a P-12 context
AbstractThis article investigates the complexities influencing students’ access to ICT in order to effect a positive academic outcome. The digital divide metaphor (van Dijk, 2002) has re-entered common parlance in the wake of students being required to learn at home (Duffy, 2020; Nash & Eynon, 2020; Thomson, 2020). Exploration of the digital divide through the interrelated domains of capital (Bourdieu, 2002; Ragnedda et al., 2019; Selwyn, 2004) reveals insights into the resultant success or failure of various ICT initiatives. Research identifies a positive impact on academic achievement for disadvantaged students afforded ubiquitous access to appropriate digital technology at home over a period of time. In contrast, advantaged students who already have access to digital technology at home demonstrate a negligible or even negative impact on academic achievement when provided with additional access to digital technology. In the Covid-19 context access to ICT has been crucial to enabling student participation in learning at home. In the wake of that period, continuing remote learning teaching strategies will impact disadvantaged students.
Copyright (c) 2020 Janet Cochrane
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