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The Digitally Excluded Learner and Strategies for Success

The Digitally Excluded Learner and Strategies for Success

Virginia E. Garland
Copyright: © 2015 |Pages: 9
ISBN13: 9781466658882|ISBN10: 1466658886|EISBN13: 9781466658899
DOI: 10.4018/978-1-4666-5888-2.ch233
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MLA

Garland, Virginia E. "The Digitally Excluded Learner and Strategies for Success." Encyclopedia of Information Science and Technology, Third Edition, edited by Mehdi Khosrow-Pour, D.B.A., IGI Global, 2015, pp. 2400-2408. https://doi.org/10.4018/978-1-4666-5888-2.ch233

APA

Garland, V. E. (2015). The Digitally Excluded Learner and Strategies for Success. In M. Khosrow-Pour, D.B.A. (Ed.), Encyclopedia of Information Science and Technology, Third Edition (pp. 2400-2408). IGI Global. https://doi.org/10.4018/978-1-4666-5888-2.ch233

Chicago

Garland, Virginia E. "The Digitally Excluded Learner and Strategies for Success." In Encyclopedia of Information Science and Technology, Third Edition, edited by Mehdi Khosrow-Pour, D.B.A., 2400-2408. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-5888-2.ch233

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Abstract

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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