Digital Divide or Digital Provide? Technology, Time Use, and Learning Loss during COVID-19

Abstract

Data used in this study has been collected as part of a purposefully designed survey, conducted during 5-28 May 2020. Data was collected through a rapid response telephone survey. Feature phone ownership is universal in Bangladesh, at least at a household level. So, we are not concerned about technology (including smartphone access) related sample selection into our study.

An exploratory investigation into the factors related to EdTech use among Kenyan girls

“…The gender differences in home study participation reported by Plan International (2020) are descriptive statistics obtained through small‐scale research. Similarly, Asadullah and Bhattacharjee's (2022) findings related to all forms of home study, rather than to EdTech alone, and were specific to Bangladeshi slum and rural households. Mathrani et al's (2021) convenience sample provided gender difference information collected on child EdTech perspectives, but not usage.…”

“…5 Even when infrastructural requirements are satisfied, however, non-structural barriers still have to be overcome. Mere household ownership of a technology that can access EdTech does not necessarily translate to more child learning time (Asadullah & Bhattacharjee, 2022). 6 Children's access to EdTech tools is shaped by their caregivers (Genc, 2014), who influence whether a given learning material-digital or otherwise-is used (Rideout et al, 2003) and in what proportions (Kucirkova et al, 2017).…”

“…Data from Sierra Leone during the Ebola crisis identified that a smaller percentage of girls (15%) participated in home learning-including listening to educational radio shows-than boys (40%: Plan International, 2020; cf. Asadullah & Bhattacharjee, 2022). 7 Additionally, the perspectives of females towards EdTech learning during COVID-19 were more negative than those of boys across a convenience sample from India, Bangladesh, Pakistan, Nepal and Afghanistan (Mathrani et al, 2021).…”

“… 6 6 Although smartphone and internet access increased child study time during the Covid‐19 pandemic in Bangladesh, this was not the case for either TV or computer ownership (Asadullah & Bhattacharjee, 2022). …”

“… 7 7 Asadullah and Bhattacharjee (2022, p. 1936) found ‘[no] significant gender difference in the time allocated to learning activities’ (including through EdTech) among Bangladeshi children during Covid‐19. …”