After reading the report, Zero to Eight: Children’s media use in America, (Rideout, 2011), I am left with overwhelming and conflicting feelings about media use among young children. It seems as though the lower the socio-economic the group, the less they seem to know about or use technology appropriately. Television gets the lion’s share of media use, as the report indicates; many children from low-income groups have a television in their room and are doing homework with television running in the background. This leaves students free to monitor themselves and encourages multi-tasking. Many families from all income groups have access to a smart-phone, however, many low income families don’t know what an app is. This indicates that they have something they could use for their child’s education, but they simply don’t know how. Low income groups are often lacking in technological fluency. Yet, this is a term Barron, Walter, Martin & Schatz (2009), used to describe a set of skills required by students who create personally meaningful artifacts. Is it possible the digital divide can be within not only a group of people, but also within families?
Barron, Walter, Martin & Schatz (2009), report also finds there is a significant difference in the computer fluency of students who have access to a computer at home and those who do not. To add to the problem many of these same students do not even have access to a friend or neighbor’s computer. Access clearly influences how proficient a learner will be, will they remain a beginner or can they somehow move to the more proficient level of generalists if they gain access to a computer outside of school? Hohlfeld, Ritzhaupt, & Barron’s, (2010), report indicated that Florida schools were more committed to contributing to the technology education of their students’ parents. This is encouraging for those low-income families whose parents may not use a computer in their job. Our school uses several online methods to inform parents of upcoming events at school such as Facebook and the school website. These articles make me wonder how much of this information is actually making its way into the home.
I am aware of the students in my classroom who do not have access to a computer or who spend their afternoons after school at their parents’ business. I try to give them time during the day to get extra computer tutoring, as they are often the ones who need it. Additionally, there are so many children’s books online that not only read the book for the student, but put the print on the page allowing the student to follow the words. This is wonderful for students to see the connection of print and the spoken word. I frequent the Tallahassee Public Library quite a bit and I see the students using the computers but I also see many more waiting for one to become free. This must make them very anxious if they are trying to meet their project’s deadline. The digital divide is among many divides between groups and yet it seems technology could be a more leveling influence with more access and guidance on effectively using it.
References
Barron, B., Walter, S., Martin, C., & Schatz, C. (2009). Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools. Computers and Education.
Retrievedfrom:https:Kennesaw.view.usg.edu/d2l/lms/content/viewer/view.d2l?tdl=8592599&ou=344434
Hohlfeld,T., Ritzhaupt, A., & Barron, A. (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers and Education, 55.
Retrieved from: https://kennesaw.view.usg.edu/d2l/lms/content/viewer/view.d2l?tId=8592598&ou=344434
Rideout, Victoria. (2011). Zero to eight: Children's media use in America.
Retrieved from: https://kennesaw.view.usg.edu/d2l/lms/content/viewer/main_frame.d2l?ou=344434&tId=8592596
Barron, Walter, Martin & Schatz (2009), report also finds there is a significant difference in the computer fluency of students who have access to a computer at home and those who do not. To add to the problem many of these same students do not even have access to a friend or neighbor’s computer. Access clearly influences how proficient a learner will be, will they remain a beginner or can they somehow move to the more proficient level of generalists if they gain access to a computer outside of school? Hohlfeld, Ritzhaupt, & Barron’s, (2010), report indicated that Florida schools were more committed to contributing to the technology education of their students’ parents. This is encouraging for those low-income families whose parents may not use a computer in their job. Our school uses several online methods to inform parents of upcoming events at school such as Facebook and the school website. These articles make me wonder how much of this information is actually making its way into the home.
I am aware of the students in my classroom who do not have access to a computer or who spend their afternoons after school at their parents’ business. I try to give them time during the day to get extra computer tutoring, as they are often the ones who need it. Additionally, there are so many children’s books online that not only read the book for the student, but put the print on the page allowing the student to follow the words. This is wonderful for students to see the connection of print and the spoken word. I frequent the Tallahassee Public Library quite a bit and I see the students using the computers but I also see many more waiting for one to become free. This must make them very anxious if they are trying to meet their project’s deadline. The digital divide is among many divides between groups and yet it seems technology could be a more leveling influence with more access and guidance on effectively using it.
References
Barron, B., Walter, S., Martin, C., & Schatz, C. (2009). Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools. Computers and Education.
Retrievedfrom:https:Kennesaw.view.usg.edu/d2l/lms/content/viewer/view.d2l?tdl=8592599&ou=344434
Hohlfeld,T., Ritzhaupt, A., & Barron, A. (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers and Education, 55.
Retrieved from: https://kennesaw.view.usg.edu/d2l/lms/content/viewer/view.d2l?tId=8592598&ou=344434
Rideout, Victoria. (2011). Zero to eight: Children's media use in America.
Retrieved from: https://kennesaw.view.usg.edu/d2l/lms/content/viewer/main_frame.d2l?ou=344434&tId=8592596