Families, cultural resources and the digital divide : ICTs and educational (dis)advantage
- Authors: Angus, Lawrence , Snyder, Ilana , Sutherland-Smith, Wendy
- Date: 2003
- Type: Text , Journal article
- Relation: Australian Journal of Education Vol. 47, no. 1 (2003), p. 18-39
- Full Text: false
- Reviewed:
- Description: By concentrating on cases of family engagement with information communication technologies at a very local level, this paper tries to illustrate that issues related to 'access' and social disadvantage require extremely sophisticated and textured accounts of the multiple ways in which interrelated critical elements and various social, economic and cultural dimensions of disadvantage come into play in different contexts. Indeed, to draw a simple dichotomy between the technology haves and have-nots in local settings is not particularly generative. It may be the case that, even when people from disadvantaged backgrounds manage to gain access to technology, they remain relatively disadvantaged.
- Description: C1
- Description: 2003000499
ICT and educational (dis)advantage : Families, computers and contemporary social and educational inequalities
- Authors: Angus, Lawrence , Snyder, Ilana , Sutherland-Smith, Wendy
- Date: 2004
- Type: Text , Journal article
- Relation: British Journal of Sociology of Education Vol. 25, no. 1 (Feb 2004), p. 3-18
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- Description: Because access to new technologies is unequally distributed, there has been considerable debate about the growing gap between the so-called information-rich and information-poor. Such concerns have led to high-profile information technology policy initiatives in many countries. In Australia, in an attempt to 'redress the balance between the information rich and poor' by providing 'equal access to the World Wide Web' (Virtual Communities, 2002), the Australian Council of Trade Unions, Virtual Communities (a computer/software distributor) and Primus (an Internet provider) in late 1999 formed an alliance to offer relatively inexpensive computer and Internet access to union members in order to make 'technology affordable for all Australians' (Virtual Communities, 2002). In this paper, we examine four families, one of which had long-term Information and Communication Technologies (ICT) access, and three of which took advantage of the Virtual Communities offer to get home computer and Internet access for the first time. We examine their engagement with ICT and suggest that previously disadvantaged family members are not particularly advantaged by their access to ICT.
- Description: C1
- Description: 2003000750
ICT education policy : Cultural lessons from families
- Authors: Angus, Lawrence , Snyder, Ilana , Sutherland-Smith, Wendy
- Date: 2003
- Type: Text , Book chapter
- Relation: Investigating educational policy through ethnography Chapter p. 63-91
- Full Text: false
- Description: 2003003476
ICT educational (dis)advantage : Cultural resources and the digital divide
- Authors: Angus, Lawrence , Sutherland-Smith, Wendy , Snyder, Ilana
- Date: 2004
- Type: Text , Book chapter
- Relation: Ethnographies of Educational and Cultural Conflicts: Strategies and Resolutions Chapter 11 p. 45-66
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000749
The digital divide : Differences in computer use between home and school in low socio-economic households
- Authors: Angus, Lawrence , Sutherland-Smith, Wendy , Snyder, Ilana
- Date: 2003
- Type: Text , Journal article
- Relation: Educational Studies in Language and Literature Vol. 3, no. (2003), p. 5-19
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- Reviewed:
- Description: This article examines information and communication technologies (ICTs) practices in the home and school settings of four disadvantaged families. It reports the findings of a year-long study that investigated the nexus between computer-mediated literacy practices at home and at school and whether this inter-connectivity could make a difference in school success. The findings indicate that there was disjunction between home and school use. The ``digital divide'' exists for the families of this study, not in terms of access but in the gap between ICT practices at home and school. Schools in this study did not integrate ICT skills learned and demonstrated in the home environment into ICT practices at school. The study concludes that constructing pedagogical connections between home and school ICT practices may begin to bridge the ``digital divide''.
- Description: C1
- Description: 2003000427
They're the future and they're going to take over everywhere
- Authors: Angus, Lawrence , Sutherland-Smith, Wendy , Snyder, Ilana
- Date: 2004
- Type: Text , Book chapter
- Relation: Doing Literacy Online Chapter 11 p. 225-244
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000747