Recent studies have enhanced our understanding of digital divides by investigating outcomes of Internet use. We extend this research to analyse positive and negative outcomes of Internet use in the United Kingdom.
The purpose of this study is to identify factors that influence teachers' levels of digital citizenship, defined in terms of individuals' thinking, skills, and behaviors with regard to Internet use.
Despite a history of techno-idealistic rhetoric and reform efforts in the United States, technology integration in education has tended to reinforce an inequitable and unjust social status quo in our classrooms and more broadly.
On a Tuesday afternoon in downtown Oakland, seven teens stare intensely into their laptops and type furiously on their keyboards.
Scholars have long been concerned about the effect that digital inequalities might have on marginalized populations.
The use of digital technology in the learning process and teaching practices in formal teaching is highly dependent on the ability of teachers of introducing it without jeopardizing the richness of the classroom environment, namely the attention...
A digital divide continues to be reported across and within nations, first as an access issue and second as an issue of effective usage.
The concept of affordances has become a popular analytical tool in educational technology.
The goal of this study was to examine university students' flexible thinking and resistance to change (as an opposite trait) according to their expertise in information and communication technology (ICT).
Open education aspires to democratize education, promote inclusion and effect change through social justice. These aspirations are difficult to realize in open, online environments, which enable multiple, and often conflicting, perspectives.