Currently, information and computer technology are considered to be the primary means of production. Computer literacy and ICT (information and communications technology skills) are often critical to an individual’s ability to improve their social standing through education or employment. Despite the near-complete Internet penetration of some countries, not all social groups have the chance to equally enjoy the opportunities that the rise of the digital age presents. One of the aspects that require closer research is the impact of access to the Internet on academic performance. Today, homework assignments often require collecting information from the web or submitting tasks online, which can be impeded if a student’s family cannot afford a computer.
Rogers (2016) introduces the term “digital divide” to denote the new type of inequality that has emerged in the digital age. The researcher opines that technology has an ambiguous impact on today’s society. On the one hand, it encourages creativity and propels individuals’ efforts to change their lives and the lives of others for the best. On the other hand, the lack of access to technology can be detrimental to the already marginalized groups and disenfranchise them from more privileged, tech-savvy peers. For instance, Jackson et al. (2006) found that children who do not have access to the Internet at home show worse academic results as compared to those who do.
Hill and Lawton (2018) state that while the poverty rates around the world are declining, the inequality between and within many countries is exacerbating. Hill and Lawton (2018) specifically draw attention to the purpose of education in the modern world. The researchers point out that governments are still primarily financially incentivized to support education. Since preparing cadres is seen as an international competitive advantage, these countries represent the model where inequality is the norm. Hill and Lawton (2018) are skeptical about the power of online education to tip the balance: its accessibility is contingent on the use of technology, which is again, a privilege.
References
Hill, C., & Lawton, W. (2018). Universities, the digital divide and global inequality. Journal of Higher Education Policy and Management, 40(6), 598-610.
Jackson, L. A., Von Eye, A., Biocca, F. A., Barbatsis, G., Zhao, Y., & Fitzgerald, H. E. (2006). Does home internet use influence the academic performance of low-income children?. Developmental Psychology, 42(3), 429.
Rogers, S. E. (2016). Bridging the 21st century digital divide. TechTrends, 60(3), 197-199.