Access to technology in education is more critical than ever, but there is a big gap, which makes many students unnecessary academic success tools. This difference is usually called “educational digital gap”, which has a profound impact, which not only affects individual students, but also leads to wider social inequality. The popularity of COVID-19 emphasizes these issues, which is necessary to make remote learning and clearly reveal the differences in entering technology. This article discusses the continuous educational digital gap in the United States, and its influence and urgent need to comprehensively solve the plan.
Dr. Paul Cleary, the University of Boston University in Massachusetts, and Dr. Glenn Pierce of Northeast University in Plos One, emphasizing the continuous digital gap of the United States, and it has emphasized the continuous digital gap in the United States. The far -reaching impact of unequal.
The study revealed a significant difference in educational technology for school -age children. The group was surprisingly discovered that more than a quarter (28 %) of children’s reports did not use the Internet at school or home, while the other was a considerable part of the Internet at home, but the Internet was used at school. This gap is affected by various population factors, such as family income, education level and geographical location, as well as computing resources and availability of the Internet at home. The author emphasizes: “Obviously, if the basic educational technology that cannot be used in the family and the resources required to achieve academic success must be provided in school.”
Dr. Pierce and Dr. Cleary also studied the extensive social impact of this digital gap. They believe that if there is no fair education technology, they can fully realize the social interests of digital integration (such as improving educational results and economic opportunities). Studies have shown that the lack of access to digital tools is not only academic performance, but also lacks long -term economic competitiveness of individuals and communities.
It is worth noting that these discoveries also resolved the challenges brought by the great popularity of Covid-19-19, which exacerbated the existing inequality. The transformation to online learning emphasizes the differences in technology, and these resources lack different resources. Researchers have found that children from low income and families with low educated parents are unlikely to be unable to use computers and the Internet, which expands the gap between achievement.
The study uses the value chain method to understand the meaning of the digital gap. According to this method, the initial access to computers and the Internet is a key link in the value chain of education technology, affecting the subsequent stage, such as education content delivery and academic achievements. The author recommends that solving this initial gap can greatly improve the results of educational results and reduce inequality.
Automators have concluded that a large number of policies need to work hard to bridge this gap. They said: “It is committed to increasing the school’s educational technical resources will have a variety of future social interests.” This includes not only access to technology, but also to ensure that students have the necessary skills and support for effective use of these tools.
All in all, the research of Dr. Pierce and Dr. Cleary conducted a comprehensive analysis of the continuous educational digital gap in the United States. It emphasizes the urgent need to adopt policy intervention measures to ensure fair access to technical access, so that all students can use their potential and contribute to a fair society. Solving this gap is not only critical to personal academic success, but also is essential for the long -term socio -economic development of the community. By shrinking this gap, we can cultivate more inclusive and competitive labor, support innovation, and enhance overall social welfare. These findings emphasize that investment education technology is an investment in the future, and its profound benefits exceed the classroom.
Journal reference
Pierce, GL and Cleary, PF (2024). “Continuous educational digital gaps and its impact on social inequality.” Plos One, 19 (4), E0286795. Doi: https: //doi.org/10.1371/journal.pone.0286795
About the author
Glenn L. PierceThe doctorate degree is the chief research scientist of the School of Criminal Science and Criminal Justice. Previously, he was the Institute of Safety and Public Policy and Chief Research Scientists of the Safety and Public Policy Research of Criminal and Criminal Justice School of Northeast University. In the northeast, he has also served as the strategic planning and research director of information services, director of academic computing, and director of the Applied Social Research Center. Dr. Pierce has studied various social and economic issues, and obtained capital explosives from the State Institute of Judicial Research, National Institute of Psychological Health, Alcohol, Tobacco, Tobacco, Guns, and various institutions. Foundation and Ministry of Land and Safety. His latest research is concentrated in the violence of firearms, dual -purpose technology and large -scale killing weapons, criminal judicial information and intelligence systems, and conflict between groups. As an academic computing director, he helped lead the implementation of computer networks within the scope of Northeast University, developed centralized computer support services, and delivered software applications and other network services.
Paul F. Cleary Get a doctorate from Boston Northeast University. He has more than 30 years of applied economics and economic development experience at the state and federal government. He used to be a senior researcher at the Institute of Security and Public Policy of Northeast University, and a senior research and planning analyst at the US Department of Labor. He used to be a career analysis director planned by the Boston US Ministry of Labor. His background includes application and academic experience, which reflects cross -disciplinary methods in application economics, business systems and operations. He also wrote many articles about social and economic issues published in these fields. He is currently teaching at the University of Boston and Massachusetts, and has more than 30 years of teaching experience, reflecting the perspective of interdisciplinary. He teaches mathematics, statistics, decision -making, business analysis and economic policies at the level of undergraduate and graduate students. His research fields include system analysis, business analysis, telecommunications, economic development, and the interaction between decision -making between the interaction between AI and human interaction.
