Confronting the Digital Divide: Debunking Brave New World Discourses

Autor/inn/en	Rowsell, Jennifer; Morrell, Ernest; Alvermann, Donna E.
Titel	Confronting the Digital Divide: Debunking Brave New World Discourses
Quelle	In: Reading Teacher, 71 (2017) 2, S.157-165 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1603
Schlagwörter	Access to Computers; Educational Technology; Technology Uses in Education; Technological Literacy; Social Influences; Poverty + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Sozialer Einfluss; Armut
Abstract	There is far more to the digital divide than meets the eye. In this article, the authors consolidate existing research on the digital divide to offer some tangible ways for educators to bridge the gap between the haves and have-nots, or the cans and cannots. Drawing on Aldous Huxley's notion of a "brave new world," some digital divide approaches and frameworks require debunking and are strongly associated with first-world nations that fail to account for the differential access to technologies that people who live in poverty have. Taking a closer look at current realities, the authors send out a call to teachers, administrators, and researchers to think more seriously and consequentially about the effect the widespread adoption of technologies has had on younger generations and the role of the digital on knowledge creation and on imagined futures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01