Digital Equity
Digital Equity
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数字股权
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
B. Çabuk
中科院分区：
文献类型：
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作者：
S. Judge;Kathleen Puckett;B. Çabuk
摘要本研究探讨了幼儿在学校和家庭中接触电脑的差异，以及影响儿童使用电脑的不同条件。样本包括9 840名上幼儿园和一年级的公立学校儿童。低贫困和高贫困学校在孩子们开始正式上学时为他们提供电脑的可能性大致相同。然而，调查结果表明，随着孩子们进入一年级，数字鸿沟开始扩大。尽管从幼儿园到一年级，儿童在学校获得大多数计算机资源的机会有所增加，但在贫困程度较高的学校上学的儿童可获得的计算机和软件程序却少得多。幼儿在课堂上使用计算机的情况因学校贫困状况而异。
Abstract This study examined young children’s differential access to computers in school and home and the varying conditions that affect how children experience computers. The sample consists of 9,840 public school children who attended kindergarten and first grade. Lower and higher poverty schools are about equally likely to have computers available for children when they start their formal schooling. However, the findings suggest that the digital gap starts to widen as children move into first grade. Even though children’s access to most computer resources at school increased from kindergarten to first grade, children attending higher poverty schools had significantly fewer computers and software programs available. Young children’s use of computers in their classrooms differed by school poverty status.