ITR: The Educational Consequences of the Digital Divide

ITR：数字鸿沟的教育后果

• 批准号: 0079976
• 负责人: Paul Attewell
• 金额: $ 38.98万
• 依托单位: Research Foundation of the City University of New York
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-09-01 至 2003-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0079976&HistoricalAwards=false
• 关键词: ITR; Educational; Consequences; Digital; Divide

This project examines the educational impact of computing and information technologies, both at school and in the home, for middle and high-school students. It investigates a second stage of the Digital Divide, one that goes beyond lack of access to information technology (IT). It examines whether there are different educational benefits to computing when comparing whites to minorities, boys to girls, and more affluent to poorer children. The research combines statistical analyses of survey data with fieldwork observations of children using computers at school, after-school programs, and at home. The goal of the research is to gain insight into the processes by which some children gain more than others in terms of educational benefits from computing. It seeks to document the educational benefits that are occurring, to identify what kinds of students are missing out on these benefits and why, and to identify what kinds of educational applications yield greatest benefits. This research is intended to aid policymakers who are concerned with equity issues in education, educators involved in providing effective information technology in schools, and to inform citizens about the educational consequences of the Digital Divide.

这个项目研究了计算和信息技术在学校和家庭对初中和高中学生的教育影响。 它调查了数字鸿沟的第二阶段，一个超越缺乏获得信息技术（IT）的机会。它研究了在比较白人和少数民族、男孩和女孩以及富裕和贫穷的孩子时，计算是否有不同的教育好处。这项研究结合了调查数据的统计分析与实地观察的儿童使用计算机在学校，课后计划，并在家里。这项研究的目标是深入了解一些孩子从计算中获得的教育利益比其他孩子更多的过程。它试图记录正在发生的教育效益，以确定哪些类型的学生错过了这些好处，为什么，并确定什么类型的教育应用程序产生最大的好处。这项研究的目的是帮助关心教育公平问题的决策者、参与在学校提供有效信息技术的教育工作者，并让公民了解数字鸿沟对教育的影响。