Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools
Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools
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DOI：
10.1080/15391523.2013.10782607
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发表时间：
2013-01-01
影响因子：
5.1
通讯作者：
Barron, Ann E.
中科院分区：
文献类型：
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作者：
Ritzhaupt, Albert D.;Liu, Feng;Barron, Ann E.
本研究考察了中学生的信息和通信技术 (ICT) 素养及其与学生社会经济地位 (SES)、性别和种族的关系。我们从佛罗里达州 13 个学区招募了 5,990 名学生。学生参与者完成了学生技术素养工具 (SPL)，这是一项基于 2008 年国家学生教育技术标准（NETS 中心点 S）的 ICT 素养技能绩效评估。结果显示，在 (STL)-L-2 的所有指标上，低 SES 学生和高 SES 学生、白人学生和非白人学生、女生和男生之间存在数字鸿沟。具体来说，高SES学生、白人学生和女学生的表现优于其他学生。结果提供了佛罗里达学校内部数字鸿沟的令人信服的证据。本文讨论了研究结果对实践和未来研究的影响。
This research examines student information and communication technology (ICT) literacy and its relationships to a student's socio-economic status (SES), gender, and ethnicity of middle school students. We recruited 5,990 students from 13 school districts across the state of Florida. Student participants completed the Student Tool for Technology Literacy (SPL), a performance-based assessment of ICT literacy skills based on the 2008 National Educational Technology Standards for Students (NETS center dot S). Results show a digital divide between low and high SES, white and non-white, and female and male students on all measures of the (STL)-L-2. Specifically, high-SES, white, and female students outperformed their counterparts. The results provide compelling evidence of a digital divide within Florida schools. The article discusses the implications of the findings for practice and future research.