My article discussed how the exposure to computers/Internet at an early age can "exacerbate inequalities". Not only the lack of exposure slows development, but also the type of exposure as well. In many lower income communities, programs with a repetitive emphasis were used. In higher income communities, computers/Internet were utilized to do research projects or collaborative learning. The article also gave several tips to maximize the effectiveness of technology exposure.
I would have to agree with the article. At a very early age (1st or 2nd grade) our school pushed the use of the Internet to do research. I was from a small, relatively wealthy, mostly white town. We always had the latest programs and computers, and there was scheduled time in the computer lab each week. This exposure could be part of reason for my academic success. Children in less wealthy schools are at a distinct disadvantage when it comes to utilizing technology for education.
http://www.nwrel.org/request/june01/inequities.html
Video Reflection
14 years ago
2 comments:
I agree with you and the article. It's amazing to me to see computer-savvy some of the youth(those with regular access to computers)are today. The differences between those with regular access and those without are astounding. I'm the youngest of my generation of siblings and cousins, so most all of my cousins now have children of there own. One of my cousins lives in a very rural town in north certral wisconsin. My cousin is very well off, though uses the computer very little, and his children have verylittle access at school. When we got together over christmas, the younger generation (from the greater madison area) all began to discuss youtube, myspace and pricing out gifts on eybay and realted sites... which was shocking to as these were 6,7 and 8 year olds. Further surprising was that the two other childer(from the rural town) had absolutly now idea what they were speaking of.
I found it interesting that not only was the amount of use an issue but the type of use was also a discrepancy. The children in poorer communities used the computers more for specific programs to be guided through a specific lesson. Children in richer communities used the computers for more individual projects which builds more skills that can be used later in life. They learn how to use the computer for research and projects. This article showed details of the discrepancies between communities. The study observed different aspects of use including quantitative measures of use and qualitative measures of what the children were doing and drew conclusions about both.
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