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Books on the topic 'Digital divide Education'

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

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1

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

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2

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

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3

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

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4

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

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5

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

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6

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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7

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

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8

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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9

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

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10

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

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11

Delogu, Cristina, ed. Tecnologia per il web learning. Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-571-9.

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This book maps out a course through the methodological and technological innovations of internet-based training, setting the emphasis on the collaborative character of experiences of learning and on the interactivity of the virtual workshops. On the one hand, this underscores the possibilities offered by the net to make available educational modes centred on the social process that enables learning in an active manner, rather than on the centrality of contents to be passively transferred to the students. On the other hand, it also shows how in the virtual workshops it is possible to develop one's understanding of the phenomena that are the subject of learning as a result of the interaction with the phenomena themselves, reproduced in the computer, acting upon them and observing the consequences of one's own actions. The effect is to underline how this type of model of learning can help to overcome the technology gap between different countries and social groups (the digital divide) and also to make learning more accessible even to disabled students.
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12

Digital Divide. TV Books, 2000.

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13

From Digital Divide to Digital Democracy. League for Innovation, 2003.

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14

1944-, Solomon Gwen, Allen Nancy, and Resta Paul E, eds. Toward digital equity: Bridging the divide in education. Allyn and Bacon, 2003.

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15

Solomon, Gwen, Nancy Allen, and Paul Resta. Toward Digital Equity: Bridging the Divide in Education. Allyn & Bacon, 2002.

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16

Daugherty, Lindsay, Rafiq Dossani, Erin-Elizabeth Johnson, and Mustafa Oguz. Using Early Childhood Education to Bridge the Digital Divide. RAND Corporation, 2014. http://dx.doi.org/10.7249/pe119.

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17

Cooper, Joel, and Kimberlee D. Weaver. Gender and Computers: Understanding the Digital Divide. Lawrence Erlbaum, 2003.

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18

Gender and Computers: Understanding the Digital Divide. Lawrence Erlbaum, 2003.

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19

Learning to Bridge the Digital Divide (Schooling for Tomorrow). Organization for Economic Cooperation & Devel, 2000.

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20

ERIC Clearinghouse on Reading, English, and Communication., ed. The digital divide and its implications for the language arts. ERIC Clearinghouse on Reading, English, and Communication, 2000.

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21

Breck, Judy. 109 Ideas for Virtual Learning: How Open Content Will Help Close the Digital Divide (Digital Learning Series). Rowman & Littlefield Education, 2005.

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22

Charalambos, Vrasidas, Zembylas Michalinos, and Glass Gene V. 1940-, eds. ICT for education, development, and social justice. Information Age Pub., 2009.

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23

E-rate and the digital divide: A preliminary analysis from the integrated studies of educational technology. Urban Institute, 2000.

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24

Alexander J. A. M. van Deursen and Jan A. G. M. van Dijk. Digital Skills: Unlocking the Information Society. Palgrave Macmillan, 2014.

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25

Digital Skills: Unlocking the Information Society. Palgrave Macmillan, 2014.

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26

Fred, Johnson, and National Alliance for Media Arts and Culture (U.S.), eds. Digital directions: Conversion planning for the media arts : reports from Austin, Benton Foundation Open Studio Program, Boston ... National Alliance for Media Arts and Culture, 2000.

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27

Banister, Savilla I. Impacting the Digital Divide on a Global Scale: Case Studies of Mobile Technology Integration in Schools Around the World. Nova Science Publishers, Incorporated, 2017.

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28

Perriault, Jacques. L'Accès au savoir en ligne. Odile Jacob, 2002.

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29

Stuck in the Shallow End: Education, Race, and Computing. MIT Press, 2017.

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30

Stuck in the Shallow End: Education, Race, and Computing. MIT Press, 2017.

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31

Holme, Jennifer Jellison, Jane Margolis, Joanna Goode, Rachel Estrella, and Kimberly Nao. Stuck in the Shallow End: Education, Race, and Computing. MIT Press, 2018.

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32

Holme, Jennifer Jellison, Jane Margolis, Joanna Goode, Rachel Estrella, and Kimberly Nao. Stuck in the Shallow End: Education, Race, and Computing. MIT Press, 2017.

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33

Holme, Jennifer Jellison, Jane Margolis, Joanna Goode, Rachel Estrella, and Kim Nao. Stuck in the Shallow End: Education, Race, and Computing. MIT Press, 2010.

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34

Holme, Jennifer Jellison, Jane Margolis, Joanna Goode, Kimberly Grace Nao, and Rachel Estrella. Stuck in the Shallow End: Education, Race, and Computing. MIT Press, 2010.

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35

Holme, Jennifer Jellison, Jane Margolis, Joanna Goode, Rachel Estrella, and Kim Nao. Stuck in the Shallow End: Education, Race, and Computing. MIT Press, 2010.

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36

US GOVERNMENT. S. 414, Digital Divide and Minority Serving Institutions: Hearing Before the Subcommittee on Science, Technology, and Space of the Committee on Commer. Government Printing Office, 2005.

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37

Information Access And Library User Needs In Developing Countries. Idea Group,U.S., 2013.

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38

Miramar, Studio, and Independent Television Service, eds. Digital divide. Studios Mirama, 1999.

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39

(Editor), Wesley Shrum, Keith R. Benson (Editor), Wiebe E. Bijker (Editor), and Klaus Brunnstein (Editor), eds. Past, Present and Future of Research in the Information Society. Springer, 2006.

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40

Editorial Projects in Education (Firm), ed. Technology counts 2001: The new divides, looking beneath the numbers to reveal digital inequities. Editorial Projects in Education, Inc., 2001.

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41

The Impact of Home Internet Access on Test Scores. Cambria Press, 2007.

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42

bell, adam patrick, ed. The Music Technology Cookbook. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197523889.001.0001.

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The Music Technology Cookbook is a practitioner-oriented collection of lesson plans outlining step-by-step music-making activities with music technology. Featuring fifty-six lessons by forty-nine authors from around the world, The Music Technology Cookbook covers a broad range of music technology topics including: composition (with digital audio workstations such as Ableton, Soundtrap, GarageBand); production skills such as recording, editing, and equalization; creating multimedia (ringtones, soundscapes, audiobooks, sonic brands, jingles); beatmaking; DJing; programming (Minecraft, Scratch, Sonic Pi, P5.js); and, designing instruments (Makey Makey). The contributing authors of the lessons work in diverse educational contexts including universities and colleges, schools, community organizations, and online platforms. Each lesson is comprehensive, including a short description of the activity, keywords, materials needed, teaching context of the contributing author, time required, detailed instructions, modifications for learners, learning outcomes, assessment considerations, and recommendations for further reading. Divided into five sections (Beatmaking and Performance; Composition; Multimedia and Interdisciplinary; Production; Programming and Design), each section is scaffolded using the levels “beginner,” “intermediate,” and “advanced” to help educators gauge the appropriate level of difficulty for their students.
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