Digital Divide Challenges of Children in Low-Income Families: The Case of Shanghai

The educational value of internet use in the home for school children: A systematic review of literature

“…However, children from high socio-economic household tend to have higher academic achievement regardless of Internet access (Sirin, 2005). Studies also reported improved general academic achievement when students from low-income communities were provided with home Internet access (Araque et al, 2013;Jewitt & Parashar, 2011;Kingston, 2013;Wong et al, 2015;Yelland & Neal, 2013). Furlong and Davies (2012) found that Internet access at home can support learning within different contexts.…”

“…Home Internet access has been identified as a significant predictor of adolescents' Internet savviness (Geyer, 2009). It had a positive correlation with student digital competence (Duarte et al, 2013) including those from low-income families (Wong et al, 2015). However, not all studies identified a positive correlation.…”

“…Motivation and attitude toward learning or school will not necessarily improve when children have home Internet access. Self-esteem and self-efficacy Home Internet access has been correlated to or influenced student positive self-esteem (Johnson, 2011;Lei & Zhou, 2012;Wong et al, 2015) and self-efficacy (Lei & Zhou, 2012;Li & Ranieri, 2013;Liao et al, 2016;Wong et al, 2015;Zhao et al, 2010). Parents reported that Mexican immigrant children provided with Internet access as a part of bridging project felt more confident and responsible (McElvain, 2015).…”

Use Of Gadget Duration And Development Of Preschool Children In Bengkulu City 2018

“…Child development depends on the individual child, the role of parents, and the environment around the child [7]. In addition, based on research in Shanghai China stated that there is a relationship between the internet access on child growth [8] From the results, also almost half (30%) children experienced normal development with a small portion (6.7%)duration of playing gadgets have evolved doubtful children and a small portion (23.3%) with the duration of playing standard gadgets experience appropriate child development. It is influenced by several factors such as internal factors, external, postnatal environment, psychosocial and aspects of child development [9].…”

“…[7]. In addition, based on research in Shanghai, China states that there is a connection between internet access to child development [8] Toddlers in Indonesia Approximately (16%) reported experiencing developmental disorders in the form of intelligence disorders due to brain development disorders, hearing loss and motoric disorders [1].…”