Relevant bibliographies by topics / Digital divide Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Digital divide Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Digital divide Education"

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Jerrin, Neil Beeto, and Bhuvaneswari G. "Digital Divide." International Journal of Asian Education 2, no. 3 (2021): 327–32. http://dx.doi.org/10.46966/ijae.v2i3.191.

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As this world progresses towards a phase where digital modes of education are no longer considered optional, it has become mandatory and the only means of schooling due to the effects of the pandemic, Covid-19. The education sector is now entirely under the wing of digitalization to accomplish its objectives. Even though education can only be carried out through digital means, the ease of accessibility for digital modes for people from every socioeconomic sector cannot establish the concept of 'Digital Divide.' This term explains the breach between people who do not have the resources to utilize the digital realm. This breach between the people in the Digital Divide universe lurks the agendas of Marxism. The people who are privileged to access digital life are the ones who are from a well-established socioeconomic background/ sector, and the underprivileged ones are from a sector where the accessibility of the digital modes of life, even for education, are hectic because of their socioeconomic standards. Thereby, an image of how Marxist agendas is on the Digital Divide's shadows can be seen.
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Coyle, Karen. "Digital Divide." Journal of Academic Librarianship 33, no. 6 (2007): 708–9. http://dx.doi.org/10.1016/j.acalib.2007.09.005.

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Idiegbeyan-ose, Jerome, Christopher Nkiko, Mary Idahosa, and Nwanne Nwokocha. "Digital Divide." Journal of Cases on Information Technology 18, no. 3 (2016): 29–39. http://dx.doi.org/10.4018/jcit.2016070103.

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This paper discussed digital divide, issues and strategies for intervention in Nigerian libraries. It defined digital divide as the gap that exist between countries, within countries, individuals, families and so on in their access and usage of Information Technology facilities such as the internet, computers, laptops, various handheld devices, application software etc. The paper also discussed the causes of digital divide comprising finance, level of education, location of the individual and language as well as discussing the effects of digital divide to encompass inequality in access to information; ineffective services to users, libraries being unable to satisfy their clientele. The paper went further to discuss the present state of ICT facilities adoption and use by Libraries in Nigeria, compared to their equals in developed countries. The paper pointed out that most Nigerian libraries are far from full automation and Internet connectivity; the staff lack technical skills to build and maintain ICT for enhanced service delivery; libraries in rural areas of these developing countries are more neglected as available ICT facilities and internet connections are mostly available and accessible in the urban areas thus, those leaving in the rural areas are cut off from the numerous benefits of ICT. The paper concluded that Digital divide is a menace that affects information availability and access; growth and development in between countries and within countries and has led to inequality in access and use of ICT facilities as such, Nigerian libraries should wake up to their responsibilities by providing the required infrastructure needed to bridge the gap to prevent the escalation of digital divide. The paper finally recommended the formulation and implementation of ICT policy, adequate funding of libraries by those concerned, education and training of human resources to build and maintain ICT facilities, curriculum innovation by library schools so as to inculcate ICT courses for skills acquisitions of the professionals, improvement of maintenance culture and eradication of corruption in the entire system to enable developing countries take advantage of ICT facilities, make progress and move along with modernity and global sophistication.
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Light, Jennifer. "Rethinking the Digital Divide." Harvard Educational Review 71, no. 4 (2001): 709–34. http://dx.doi.org/10.17763/haer.71.4.342x36742j2w4q82.

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The term digital divide entered the American vocabulary in the mid-1990s to refer to unequal access to information technology. However, public debate has addressed the digital divide as a technical issue rather than as a reflection of broader social problems. In this article, Jennifer Light critically analyzes how access to technology is constructed as a social problem and examines the particular assumptions about technology and inequality that frame the debate. Drawing on historical examples, Light examines why hopes that technology would improve society have often not been fulfilled. The author examines the striking asymmetries between the current and earlier debates about the relationship between technology and society. She invites us to consider the different ways in which the problem of access to technology has been constructed, and suggests that these differences may generate ways to enrich the current debate and begin a conversation about more robust solutions. (pp. 710–734)
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Gregory, Kay, and Joyce Steelman. "Cresting the Digital Divide." Community College Journal of Research and Practice 32, no. 11 (2008): 880–82. http://dx.doi.org/10.1080/10668920802394438.

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Peral-Peral, Begoña, Jorge Arenas-Gaitán, and Ángel-Francisco Villarejo-Ramos. "From digital divide to psycho-digital divide: Elders and online social networks." Comunicar 23, no. 45 (2015): 57–64. http://dx.doi.org/10.3916/c45-2015-06.

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The present study analyzes the evolution of the concept of the digital gap with the elderly from the perspective of active ageing and in the context of the use of online social networks as a communication instrument. We consider that socio-demographic variables are not enough to explain the elderly’s use or non-use of Information and Communication Technologies (ICT). Psychological variables, such as cognitive age, technology anxiety and the level of adventurousness complement the former and can even explain more the elderly person’s behaviour regarding the use of online social networks. The results come from a sample of elderly people who are students of an Experience Classroom in a university. They allow us to confirm that our doubts about the stereotype of the elderly concerning the digital divide are correct and that the psychological variables serve to a greater extent to show the significant differences with respect to determining their profile. The elderly user of online social networks feels younger, experiences a lower level of technology anxiety and is more adventurous. In general, psychological characteristics therefore offer a more discriminant power than those that are socio-demographic. This is why we propose the concept of a psycho-digital divide. En el presente estudio analizamos la evolución del concepto de la brecha digital para los mayores desde la perspectiva del envejecimiento activo y en el contexto de la utilización de las redes sociales como instrumento de comunicación. Consideramos que las variables socio-demográficas no tienen suficiente poder para explicar la utilización o no de las tecnologías de la comunicación (TIC) por los mayores. Las variables de corte psicológico, como la edad cognitiva, la ansiedad tecnológica o el nivel de audacia complementan a las anteriores, e incluso, pueden ser más explicativas del comportamiento del mayor con relación a la utilización de redes sociales. Los resultados provenientes de una muestra de mayores, alumnos del Aula de Experiencia de una universidad, nos permiten confirmar que nuestras dudas acerca del estereotipo de los mayores respecto a la brecha digital son acertadas y que las variables psicológicas sirven, en mayor grado, para mostrar las diferencias significativas existentes entre usuarios y no usuarios de redes sociales en cuanto a la determinación del perfil de los mismos. El usuario mayor de redes sociales se siente más joven, experimenta un menor nivel de ansiedad tecnológica y es más audaz. En general, las características psicológicas ofrecen, por tanto, mayor poder discriminante que las socio-demográficas, por ello proponemos el concepto de brecha psico-digital.
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Finn, Seth, and John G. Inman. "Digital Unity and Digital Divide." Journal of Research on Technology in Education 36, no. 3 (2004): 297–317. http://dx.doi.org/10.1080/15391523.2004.10782417.

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Day, Brian A. "EDITORIAL Digital Divide/Digital Opportunity." Applied Environmental Education & Communication 2, no. 3 (2003): 131–32. http://dx.doi.org/10.1080/15330150390218234.

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Stellefson, Michael, Beth Chaney, and Don Chaney. "The Digital Divide in Health Education." American Journal of Health Education 39, no. 2 (2008): 106–12. http://dx.doi.org/10.1080/19325037.2008.10599023.

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Chen, Jie-Qi, and Valerie Price. "Narrowing the Digital Divide." Education and Urban Society 38, no. 4 (2006): 398–405. http://dx.doi.org/10.1177/0013124506287910.

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Dissertations / Theses on the topic "Digital divide Education"

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Lau, Kai-kwong Gervas, and 劉啟光. "Digital divide in education : a shift to ethical usage." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206760.

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Under the trend of ICT implementation in education, students’ learning becomes highly reliant on ICT. A student will thus suffer in his / her learning process if he / she lacks the chance of using ICT at home. This is what a divide in student’s learning is. As the occurrence of this divide is due to digital ICT devices and its effect is focussed on students’ academic performance, such divide is termed as digital divide in education (DDE). To bridge this divide, most governments around the world have spent a lot purchasing hardware for schools and even assisting students from low income families to have computers at home. The divide, however, still persists. Nowadays, almost all students have the chance to use ICT. If a student is skilful in using ICT, he / she can learn more effectively by searching useful materials on the Internet. Otherwise, the student may lose his / her learning path. Thus there is a divide in learning between the skilled and unskilled students using ICT. In addition to the learning-related usages, recent studies showed that most students mainly use ICT to play games or for social communication. The divide in learning still exists and shifts to the difference between the students who use ICT for their learning and those who mainly use ICT for other purposes. Moreover, even some of the students using ICT for their studies, such as doing assignments, may use it inappropriately for copying and reassembling materials from the Internet as their assignments for submission. Such surely impedes their learning. The divide in learning then extends to whether students use ICT appropriately. The aim of this research is to investigate the effect of DDE on students learning in terms of four facets: the chance of using ICT (access disparity), the skilfulness in using ICT (skill disparity), the ways in using ICT (usage disparity), and the appropriateness of using ICT (ethical disparity). The objective is three-fold. The first one is to examine whether the four facets of DDE affect students’ academic performance, the second one is to investigate whether the four facets are interrelated, and the third one is to explore the factors contributing to the four facets empirically. After reviewing various literatures, the potential factors are categorised into three groups: students’ personal factors, environmental factors, and ethics-related factors. A survey has been conducted to achieve the objective. A pilot test was carried out first to check the reliability and validity of the designed questionnaire. 825 valid responses were obtained from a set of random samples taken from Secondary 2 students in Hong Kong. Statistical methods are employed for investigating the relationship between the four facets and also the factors of each facet. The analysis results indicate that the latter three facets are the main constituents of DDE, significantly affecting students’ academic performance. The facets are also interrelated in a sequence. There is a significant effect of skill disparity on the other two disparities, and there is also a significant effect of usage disparity on ethical disparity. A number of key factors were also found for the facets, including students’ gender, SES, ICT experience, and also their parents’ parenting styles and ICT abilities. Their peers’ behaviour also plays an important role in affecting their appropriateness of using ICT. A number of policy implications are then proposed according to the results, in terms of financing approach of government (e.g. direct subsidy scheme), revision of curriculum, and enhancement of parenting skills.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Hollins, Stacy Gee. "The digital divide through the lens of critical race theory| The digitally denied." Thesis, University of Missouri - Saint Louis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10012831.

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<p> The purpose of this qualitative research study was to examine African American community college students&rsquo; availability to technological resources and how that availability affects their success. In this study, technological resources include access to the internet, software, hardware, technology training, technology support, and community resources. This study included six community college professors and six African American community college students enrolled in a Midwest community college. A major tenet of Critical Race Theory, storytelling, was used to give voice to students who lack sufficient access to technological resources referred to as the digitally denied. Data from this study can create an awareness of students that lack technological resources at community colleges, universities, and community libraries. This study could also be useful to community college leadership who set policies and procedures and determine curriculum requirements that call for technological resources. The findings suggested that access to technological resources is a key factor that impacted the success of African American students in the community college. </p>
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Chan, Chi-fung Kevin. "Digital divide : a case study of two Hong Kong secondary schools /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25147948.

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Fürstenburg, Elizabeth Agnes. "Bridging the digital divide a South African perspective on minimally invasive education /." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01312006-122408/.

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Furstenburg, Elizabeth Agnes. "Bridging the digital divide : a South African perspective on minimally invasive education." Diss., University of Pretoria, 2005. http://hdl.handle.net/2263/26180.

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Advances in Information and Communication Technologies (ICTs) have brought many opportunities to South Africa and also challenges, such as narrowing the gap, known as the digital divide, between those who have (the “haves”) and those who do not have (the “have-nots”) access to ICTs. The majority of South Africans living in developing areas throughout South Africa do not have access to computers and are mostly computer illiterate. The Council for Scientific and Industrial Research (CSIR) launched their Digital Doorway project across South Africa to evaluate the feasibility of an alternative computer training method following a minimally invasive educational approach. Within the scope of the CSIR’s project, this research study endeavoured to explore to what extent and how the children had obtained computer skills, without the guidance of a facilitator, during the Digital Doorway project launched in Atteridgeville, Pretoria. A qualitative research methodology was adopted for the study. During the course of this research project, it was not possible to determine whether the children obtained any initial or additional computer skills, since the children were mostly unable to use the computers due to the malfunctioning thereof. The findings of this study coincide with authoritative literature on the topic which points out that real ICT access entails more than merely installing hardware and software.<br>Dissertation (MEd (Computer Assisted Education))--University of Pretoria, 2007.<br>Curriculum Studies<br>unrestricted
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Corrigan, Julie A. "From Digital Divide to Digital Opportunity: the Adoption of e-Tutoring in a Rural School District." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20297.

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The ubiquity of Web 2.0 technologies has led to a seismic shift in the way educational services are delivered. It comes as no surprise then that e-tutoring—otherwise known as electronic or online tutoring—is quickly supplanting face-to-face tuition for reasons of both cost and convenience. While e-tutoring is an effective form of academic support for many students, its efficacy remains tenuous for those confronted with a digital divide that figures predominantly around geographic barriers, socio-economic status, and educational levels. Premised on diffusion research, this master's dissertation explores the implementation of an e-tutoring service known as Homework Help that has effected relatively low adoption rates. It uses a concurrent mixed-methods approach—including surveys, interviews, and focus groups—to examine the factors that have led to this low adoption rate. The results are presented via two journal articles situated within a larger meta-talk: The first article contrasts the adoption patterns apparent between rural and urban students, while the second article looks at the utility of diffusion research in examining educational technologies, as it explores the use of e-tutoring for applied stream students. The findings of this study suggest that rural and urban, as well as applied and academic student subgroups, differ in terms of their perception and adoption of e-tutoring. Implications for educational policy, especially in regards to rural education, are discussed.
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Steinmetz, Jennifer M. "Cyberbullying and the Digital Divide: Student and Teacher Perceptions and Reactions." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373884140.

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Garrett, Galen. "Equity of access: Exploring Internet connectivity within Oklahoma public schools." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4663/.

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The purpose of this study was to ascertain if conditions or combinations of conditions existed within Oklahoma public schools that created inequities in the availability of classroom Internet connections. A stratified random sample of the 471 school districts was used to identify 300 specific schools for the purpose of data analysis. Data was gathered utilizing a database provided by the Oklahoma State Department of Education and a researcher developed questionnaire. The database provided data relating to four independent variables (region, district size, school type, and school size,). The dependent variable, percentage of classrooms connected to the Internet, was obtained by the researcher designed questionnaire. The state database also provided percentage information relating to students who qualify as minorities and qualify for free or reduced lunches. The data was tested using a series of ANOVAs and a Pearson product-moment correlation coefficient. The findings of the study are as follows: (a) The analysis of variance showed that none of the independent variables had a significant effect upon the percentage of classrooms connected to the Internet; (b) The Pearson product-moment correlation coefficient revealed little or no correlation between the percentage of disadvantaged or minority students and the percentage of classroom Internet connections.
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Cruz, Felicia. "Exploring the Digital Divide and the Latino-White Achievement Gap in Online Education." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703433/.

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The purpose of this exploratory study was to investigate the relationship between the digital divide and the Latino-White achievement gap in online education. Through an analysis of archival enrollment and academic performance data a comparison was conducted between online and face-to-face courses by ethnicity. Additionally, academic performance data was then compared to survey responses from online students on digital motivation, material access, internet skills, and internet usage. Findings and recommendations for future research are discussed and provided to continue the exploration of disparities of digital access and academic performance in an effort to inform decisions in higher education.
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Chan, Chi-fung Kevin, and 陳志峰. "Digital divide: a case study of two Hong Kongsecondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256119.

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Books on the topic "Digital divide Education"

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Gerardo E. de los Santos. From digital divide to digital democracy. League for Innovation in the Community College, 2003.

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Anderson, Neil. Equity and information communication technology (ICT) in education. P. Lang, 2009.

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Equity and information communication technology (ICT) in education. Peter Lang, 2009.

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Crossing the digital divide: Race, writing, and technology in the classroom. Teachers College Press, 2004.

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109 ideas for virtual learning: How open content will help close the digital divide. Rowman & Littlefield Education, 2006.

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Looker, E. Dianne. The digital divide in Canadian schools: Factors affecting student access to and use of information technology. Research Data Centres Program, Statistics Canada, 2003.

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Stuck in the shallow end: Education, race, and computing. The MIT Press, 2008.

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United States. Congress. Senate. Committee on Commerce, Science, and Transportation. Subcommittee on Science, Technology, and Space. S. 414, digital divide and minority serving institutions: Hearing before the Subcommittee on Science, Technology, and Space of the Committee on Commerce, Science, and Transportation, United States Senate, One Hundred Seventh Congress, second session, February 27, 2002. U.S. G.P.O., 2005.

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Yang, Chae-jin. Chisik, chŏngbohwa sahoe wa kyoyuk pulpʻyŏngdŭng. Chŏngbo Tʻongsin Chŏngchʻaek Yŏnʼguwŏn, 2005.

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Macho, Steve. The impact of home Internet access on test scores. Cambria Press, 2007.

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Book chapters on the topic "Digital divide Education"

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Hartnett, Maggie. "Digital Divide and Digital Inclusion." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_105-1.

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Santos, Rita, José Azevedo, and Luís Pedro. "Digital Divide in Higher Education Students’ Digital Literacy." In Communications in Computer and Information Science. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_22.

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Naarmala, J., and O. Mäkinen. "Concept Classification Model for Digital Divide." In Technological Developments in Education and Automation. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3656-8_14.

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Tate, Tamara, and Mark Warschauer. "The Digital Divide in Language and Literacy Education." In Language, Education and Technology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02237-6_5.

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James, Jeffrey. "Measuring the Second Digital Divide: Education and Skills." In The Impact of Smart Feature Phones on Development. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62212-1_5.

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Kachelhoffer, Annelise, and Myint Swe Khine. "Bridging the Digital Divide, Aiming to Become Lifelong Learners." In Education and Technology for a Better World. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03115-1_24.

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Bandyopadhyay, Somprakash, Arina Bardhan, Priyadarshini Dey, and Sneha Bhattacharyya. "A Digital Framework Toward Bridging Education Divide Using Social Technology." In Bridging the Education Divide Using Social Technologies. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6738-8_6.

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Tarhan, Cigdem, Can Aydin, and Vahap Tecim. "Digital Divide Evaluation in High Education from Distance Learning Perspective." In Global, Regional and Local Perspectives on the Economies of Southeastern Europe. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57953-1_22.

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Gvirtz, Silvina, and Esteban Torre. "1-1 Model and the Reduction of the Digital Divide: Conectar Igualdad in Argentina." In Second International Handbook of Urban Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_31.

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Sianou-Kyrgiou, Eleni, and Iakovos Tsiplakides. "Digital Divide: Students’ Use of the Internet and Emerging Forms of Social Inequalities." In Research on e-Learning and ICT in Education. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1083-6_5.

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Conference papers on the topic "Digital divide Education"

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Giannakoulopoulos, Andreas, and Laida Limniati. "RETHINKING THE DIGITAL DIVIDE IN EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2072.

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Galloway, Drora. "DIGITAL DIVIDE AND ACCESS TO INTERNET." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0446.

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Turman, Cecilia, and Amy Adkins. "UDL IN THE DIGITAL AGE DIVIDE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1785.

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Rasheva-Yordanova, Katia, Stefka Toleva-Stoimenova, Boriana Nikolova, and Iva Kostadinova. "INFORMING AND DIGITAL LITERACY IN CONDITIONS OF DIGITAL DIVIDE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1787.

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W. L. Fong, Michelle. "Digital Divide: The Case of Developing Countries." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3344.

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This research paper assesses the impact of ICTs (which includes the Internet, mobile phone, pager, personal computer, and telephone) on Gross National Income (GNI) per capita in developing countries in 2005. It found a significant relationship between GNI per capita (in PPP international dollar) and adoption of each ICT (mobile phone, personal computer, and telephone) but not for Internet technology adoption. In addition, it identifies factors that developing countries need to consider in the adoption and application of ICTs for economic development.
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Mitchell, Matthew. "Possible, Probable and Preferable Futures of the Digital Divide." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2651.

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The digital divide is widely recognized as a contemporary problem between society and technology. Strategies for bridging the digital divide are often informed and guided by quantitative assessments of the deployment of information communication technologies. There are few rigorous qualitative attempts to assess the digital divide from either an ethnographic or a futures-oriented perspective. This paper reports findings from a study that examined the possible, probable and preferable futures of the digital divide from an ethnographic perspective. The contents of this report include background to the problem of the digital divide, a review of literature describing the relationship between society and technology, findings from the data collection, and implications for future strategies to bridge the digital divide.
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Murciano Hueso, Alicia, Patricia Torrijos Fincias, and Antonio Víctor Martín García. "FROM DIGITAL DIVIDE TO CONTENT DIVIDE: THE IMPORTANCE OF APPROPRIATION TECHNOLOGY STAGE IN EDUCATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1027.

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"Addressing Information Literacy and the Digital Divide in Higher Education." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4041.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] The digital divide and educational inequalities remain a significant societal prob-lem in the United States impacting low income, first-generation, and minority learners. Accordingly, institutions of higher education are challenged to meet the needs of students with varying levels of technological readiness with deficiencies in information and digital literacy shown to be a hindrance to student success. This paper documents the efforts of a mid-Atlantic minority-serving institution as it seeks to assess and address the digital and information literacy skills of underserved students Background: A number of years ago, a historically Black university located in Maryland devel-oped an institutional commitment to the digital and information literacy of their students. These efforts have included adoption of an international digital literacy certification exam used as a placement test for incoming freshmen; creation of a Center for Student Technology Certification and Training; course redesign to be performance based with the incorporation of a simulation system, eportfolios, Webquests, a skills building partnership with the University library; pre and post testing to measure the efficacy of a targeted computer applications course taught to business and STEM majors; and student perception surveys Methodology: In 2017, pre and post testing of students in enrolled in core computer applications courses were conducted using the IC3 test administered during the second and fifteenth week of the academic terms. These scores were compared in order to measure degree of change. Additionally, post test scores were assessed against five years of the scores from the same test used as a placement for incoming freshmen. A student perception survey was also administered. The survey included a combination of dichotomous, Likert-scaled, and ranking questions with descriptive statistical analyses performed on the data. The results were used to test four hypotheses. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports as being under-prepared for academic success. Unfortunately, there is a paucity of current studies examining the information and technological readiness of students enrolling at minority serving institutions. This paper is timely and relevant and helps to extend our discourse on the digital divide and technological readiness as it impacts higher education. Additionally, this paper also marks a valuable contribution to the literature by examining the efficacy of computer applications courses in higher education with Generation Z learners Findings: The digital divide is a serious concern for higher education especially as schools seek to increasingly reach out to underserved populations. In particular, the results of this study show that students attending a minority serving institution who are primarily first generation learners do not come to college with the technology skills needed for academic success. Pre and post testing of students as well as responses to survey questions have proven the efficacy of computer applications courses at building the technology skills of students. These courses are viewed overwhelmingly positive by students with respondents reporting that they are a necessary part of the college experience that benefits them academically and professionally. Use of an online simulated learning and assessment system with immediate automated feedback and remediation was also found to be particularly effective at building the computer and information literacy skills of students. Recommendations for Practitioners: Institutions of higher education should invest in a thorough examination of the information and technology literacy skills, needs, and perceptions of students both coming into the institution as well as following course completion. Recommendation for Researchers: This research should be expanded to more minority serving institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: The results of this research should shed light on a problem that desperately needs to be addressed by institutions of higher education which is the realities of the digital divide and the underpreparedness of entering college students in particular those who are from low income, first generation, and minority groups Future Research: A detailed quantitative survey study is being conducted that seeks to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations with respect to a range of currently relevant technologies
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9

Gan, Isabel, and Rui Sun. "Digital Divide and Digital Barriers in Distance Education during COVID-19." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2021. http://dx.doi.org/10.24251/hicss.2021.587.

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10

Carveth, Rod, and Susan B. Kretchmer. "The Digital Divide in Western Europe: Problems and Prospects." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2456.

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Abstract:
This paper reviews the digital divide in Western Europe, as well as policy options for combating that divide. While age, income and gender are significant predictors of the digital divide in Western Europe, geography plays a crucial role. The countries in Southern Europe have less computer and Internet penetration than their Northern European counterparts. The paper then discusses four policy options for combating the divide, suggesting that the most effective solution would be private/public partnerships.
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Reports on the topic "Digital divide Education"

1

Romero, Leslie T. Wireless Grid Education Project: Ending the Digital Divide. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada482575.

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2

Chung, Jinmyeong, and Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003368.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.
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