Digital Equity

Judge, Sharon; Puckett, Kathleen; Çabuk, Burcu

doi:10.1080/15391523.2004.10782421

Cited by 84 publications

(12 citation statements)

References 6 publications

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“…Aside from issues of access, there are considerable concerns about how they are used within the classroom. In their longitudinal study of computer access and use, Judge et al (2004) -citing Wenglinsky (1998), Becker (2000 and Dividing Lines (2001) -argued that within the American context there was a polarized use of technology, 'where schools serving Black, Hispanic, and low socioeconomic status [SES] students [tended] to have the lowest access to, and the most remedial usages of, new technology ' (p. 384). In comparing the use of computers it was found that low SES schools reported more use of computers but the ways in which they were used differed.…”

Section: Quality Use Of Computers To Support Learningmentioning

confidence: 99%

Digital Natives Come to Preschool: Implications for Early Childhood Practice

Zevenbergen

2007

Contemporary Issues in Early Childhood

125

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This article explores the implications of young learners' dispositions towards the use of digital technologies in contemporary early childhood settings. It is proposed that young learners have grown up in very different social conditions from previous generations, mainly through the saturation of digital technologies, in particular computers. This creates very different learners than previous generations. When educators fail to recognize such differences, there is potential for gaps in learning. This is particularly the case when equity dimensions are considered. It is proposed that early childhood settings need to reconceptualize pedagogy and learning opportunities for the new generation of learners. Drawing on Bourdieu's theoretical project, it is proposed that young learners come to early childhood settings with a digital habitus, which is differentially constructed in the home environment and needs to be considered in early childhood practice.Within the current literature on young people, there is a growing recognition of the impact of computers in the social world, and the ramifications of such technology on shaping learning, dispositions and attitudes of new generations. Unlike any time in history, the rapid expansion of technology into the worlds of young people has resulted in the development of a new generation quite apart from previous generations. This generation has many names including Millennials, Nexters, Generation Y and Generation Why. While the names may vary, the identification of this group of people as being different from other generations stems from their unique exposure to digital technologies. This is the generation that has grown up in a society immersed in technology. They know the Internet, computers and other digital tools like no other generation. For them, technology has been an integral part of their social life. Juxtapose their experiences with those who work with them and there is the potential for the collision of two worlds -that of the technologyrich with that of the technology-poor. When this is considered within the context of early childhood settings, it becomes apparent that many of the views traditionally held in this sector come under challenge. This article explores the insertion of the 'digital native' in the context of early childhood settings and the implications of such insertions for practice. It is argued that there is an urgent need for concepts of play -an integral part of the early childhood ethos -to be reconceptualized so as to incorporate notions of digital play in order to sustain and support the habitus of the children now entering the range of early childhood services. Who and What Are 'Digital Natives'?There is a considerable literature on generational differences. This literature addresses various transitory generations which are brought about through various social conditions; for example, baby boomers, who were raised in the relatively secure conditions of the post-Second World War where economic stability was the norm. In reaction to their ...

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Section: Quality Use Of Computers To Support Learningmentioning

confidence: 99%

Digital Natives Come to Preschool: Implications for Early Childhood Practice

Zevenbergen

2007

Contemporary Issues in Early Childhood

125

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“…More specifically, students' access and use of computers was related to the SES status of the school (Judge, Puckett, and Cabuk, 2004). What is disconcerting about this finding is that earlier reports indicated that 99% of all public schools had access to the internet (Kleiner & Farris, 2002).…”

Section: Used the Early Childhood Longitudinal Study (Ecls)contrasting

confidence: 41%

“…Given that technology is often cited as a means for increasing interest and opportunity to learn science, the relationship between SES and technology would seem to indirectly influence science achievement. A second conclusion to the 2004 study is that home access is also significantly limited for high-poverty schools (Judge, Puckett, & Cabuk, 2004). Given that schools are initial access points for computer access and use, it appears less supported in the homes of lower SES families.…”

Section: Used the Early Childhood Longitudinal Study (Ecls)mentioning

confidence: 96%

Frequency, Duration, and Time Devoted to Elementary Science Instruction and the Association with Science Achievement and Science Interest

Almarode¹

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“…4 ISSN: 2226 persons 'predisposed to change'. The UNESCO (1984) (Judge, Puckett, & Cabuk 2004;Cross, Woods, & Schweingruber 2009). In such an environment, accommodations are made for children with special needs to use technology independently (Hasselbring & Glaser2000), and technology strategies to support dual language learners are in place.…”

Section: International Journal Of Academic Research In Progressive Edmentioning

confidence: 99%

Use of Technological Resources in the Acquisition of Language skills in Early Childhood Development and Education programmes in Gem Sub-County, Kenya

Ogott¹,

Odera²

2014

IJARPED

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Research findings world over indicates that technology has revolutionized teaching and learning at all levels of education. However, in Gem Sub-County in the Republic of Kenya concerns have been raised with regard to the use of technological resources in the acquisition of language skills. The objective of this article was to establish the use of technological resources in the acquisition of language skills in early childhood development and education programmes in Gem Sub-County. It adopted descriptive survey design. The study involved 68 ECDE teachers drawn from 115 ECDE centers in Gem Sub-County, Kenya selected by purposive and simple random sampling techniques. Data was collected by use of questionnaires and interview schedules. Data was analyzed using The study found that teacher preparedness, availability of technology resources and administrative support had influence on the acquisition of language skills. The study recommends: the incorporation to the training curriculum of technological aspects so that teachers should be trained in selection and use of technology. This would enable the teachers to gain both theory and practical skills; the government and other stakeholders should come up with a programme of supplying technological resources to enhance learning not only of sensitization on the safety measures and also provide safe resources ; the school administrators should be sensitized on their roles in supporting the provision of conducive environments so as to promote the use of technology and finally inservice training for ECDE teachers on the emerging issues with regard to technological resources.

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Digital Equity

Cited by 84 publications

References 6 publications

Digital Natives Come to Preschool: Implications for Early Childhood Practice

Digital Natives Come to Preschool: Implications for Early Childhood Practice

Frequency, Duration, and Time Devoted to Elementary Science Instruction and the Association with Science Achievement and Science Interest

Use of Technological Resources in the Acquisition of Language skills in Early Childhood Development and Education programmes in Gem Sub-County, Kenya

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