Technology and Equity in Schooling: Deconstructing the Digital Divide

Authors

Mark Warschauer, University of California at Irvine
Michele Knobel, Montclair State UniversityFollow
Lee Ann Stone, TeacherTech Connection

Document Type

Review Article

Publication Date

9-1-2004

Journal / Book Title

Educational policy

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.

DOI

10.1177/0895904804266469

MSU Digital Commons Citation

Warschauer, Mark; Knobel, Michele; and Stone, Lee Ann, "Technology and Equity in Schooling: Deconstructing the Digital Divide" (2004). Department of Teaching and Learning Scholarship and Creative Works. 178.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/178

Published Citation

Warschauer, M., Knobel, M., & Stone, L. (2004). Technology and equity in schooling: Deconstructing the digital divide. Educational policy, 18(4), 562-588.