Factors affecting access to digital technologies and the resulting impact for students in a P-12 context

Abstract

This article investigates the complexities influencing students’ access to ICT in order to effect a positive academic outcome. The digital divide metaphor (van Dijk, 2002) has re-entered common parlance in the wake of students being required to learn at home (Duffy, 2020; Nash & Eynon, 2020; Thomson, 2020). Exploration of the digital divide through the interrelated domains of capital (Bourdieu, 2002; Ragnedda et al., 2019; Selwyn, 2004) reveals insights into the resultant success or failure of various ICT initiatives. Research identifies a positive impact on academic achievement for disadvantaged students afforded ubiquitous access to appropriate digital technology at home over a period of time. In contrast, advantaged students who already have access to digital technology at home demonstrate a negligible or even negative impact on academic achievement when provided with additional access to digital technology. In the Covid-19 context access to ICT has been crucial to enabling student participation in learning at home. In the wake of that period, continuing remote learning teaching strategies will impact disadvantaged students.