审视加拿大小学的数字资本和数字不平等:来自教师的见解

IF 7.6 2区 管理学 Q1 INFORMATION SCIENCE & LIBRARY SCIENCE
Frank M. Ventrella, Megan Cotnam-Kappel
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引用次数: 0

摘要

关于数字不平等及其社会影响的研究引起了全球学者的极大关注,强调了了解其对个人日常生活影响的紧迫性。然而,从教师的角度调查教育环境中这些不平等的研究仍然很少。本研究通过集体案例研究方法,考察了加拿大八名小学教师的经验,解决了这一差距。尽管城市和农村背景各异,但教师们一致认识到学生之间的数字不平等。数据收集涉及半结构化访谈,探讨可用技术、使用模式和实施频率;学生数字素养技能的培养数字上的不平等可能会也可能不会影响到学生。分析揭示的不平等包括设备可用性和比例的差异,在线参与和技能发展的类型和目的的差异,以及数字信心和赋权的不平等。研究结果强调了学生中数字不平等的普遍存在和加剧,强调了学生的数字资本在塑造其数字体验和线下成果方面的重要作用。此外,研究还显示,教师面临的不平等会进一步加剧学生之间的数字鸿沟。因此,需要共同努力解决这些不平等现象,促进所有学生更公平地获得数字资源和机会,并为教育工作者提供有针对性的专业发展。本研究强调了在理解和减轻数字不平等对文化和社会的影响时考虑教师观点的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Examining digital capital and digital inequalities in Canadian elementary Schools: Insights from teachers

Research on digital inequalities and their societal implications has garnered significant attention from scholars around the globe, emphasizing the urgency to understand their impact on individuals' everyday lives. However, studies investigating these inequalities within educational settings from teachers' perspectives remain scarce. This study addresses this gap by examining the experiences of eight elementary school teachers in Canada through a collective case study approach. Despite diverse urban and rural backgrounds, teachers unanimously recognized digital inequalities among their students. Data collection involved semi-structured interviews that explored available technologies, usage patterns, and frequency of implementation; the development of students’ digital literacies skills; and the digital inequalities that may or may not impact students. Analyses reveal inequalities including disparities in device availability and ratio, discrepancies in the types and purposes of online engagement and skill development, and inequalities of digital confidence and empowerment. The findings highlight the prevalence and exacerbation of digital inequalities among students, underscoring the influential role of students' digital capital in shaping their digital experiences and offline outcomes. Moreover, the study reveals that the inequalities faced by teachers can further intensify the digital divide among students. Consequently, concerted efforts are needed to address these inequalities to promote more equitable access to digital resources and opportunities for all students, as well as targeted professional development for educators. This research emphasizes the importance of considering teachers' perspectives in understanding and mitigating the impact of digital inequalities on culture and society.

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来源期刊
Telematics and Informatics
Telematics and Informatics INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
17.00
自引率
4.70%
发文量
104
审稿时长
24 days
期刊介绍: Telematics and Informatics is an interdisciplinary journal that publishes cutting-edge theoretical and methodological research exploring the social, economic, geographic, political, and cultural impacts of digital technologies. It covers various application areas, such as smart cities, sensors, information fusion, digital society, IoT, cyber-physical technologies, privacy, knowledge management, distributed work, emergency response, mobile communications, health informatics, social media's psychosocial effects, ICT for sustainable development, blockchain, e-commerce, and e-government.
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