The digital divide in Canadian schools: factors affecting student access to and use of information technology
Abstract
This paper provides a descriptive analysis of issues related to the access
and use of Information and Communication Technology (ICT) among Canadian youth.
In particular, this research examines the extent to which inequities in the
use and access of ICT exist among Canadian high school students, based on gender,
socio-economic status and rural-urban location. Three datasets have been used
to study this issue: the Canadian portion of the Second International Technology
in Education Study (SITES), an international survey which measures schools'
use of technological resources; the Youth in Transition Survey (YITS), which
was conducted in conjunction with the Programme for International Student Assessment
(PISA); and Cycle 14 of the General Social Survey (GSS), which focusses specifically
on issues related to ICT access and use.
The results of these analyses suggest that there is a 'digital divide' among
Canadian youth, in terms of access to and experience with ICT. Rural youth are
less likely to have access to computers in the home; however, frequency of use
and perceived competency levels are not compromised by this trend. Female youth
and those from families with low levels of parental education are also less
likely to have access to computers in their homes. These groups tend to spend
less time on the computer and report lower levels of computer skills competency.
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