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Encyclopedia of Information Science and Technology, Third Edition
Open access resources, free and usually containing scientific and other information.
Published in Chapter:
The Digitally Excluded Learner and Strategies for Success
Virginia E. Garland (The University of New Hampshire, USA)
DOI: 10.4018/978-1-4666-5888-2.ch233
Disparities in Information Science and Communication Technologies (ICT) skills exist both globally and nationally, between developed and developing countries and also between digitally included and digitally excluded students in developed nations such as the United States. Recent research and policy initiatives are recognizing the connections between achievement levels and Internet access. Students in families of poverty, minorities, immigrant children, and special needs students are more likely to have lower levels of academic success than their more affluent, white, non-disabled peers. This article addresses the need to provide effective ICT resources and teacher training to meet the specific needs of these groups of digitally excluded learners in elementary and secondary level American public schools: low socio-economic status (SES) students, minority students, English Language Learners (ELLs), and students with disabilities. Recommendations for moving from digital exclusion to digital inclusion are made at the end of the article.
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