IMPACTFUL STUDENT LEARNING OUTCOMES OF ONE-TO-ONE ...

29schools (Light, 2001). Second, for computers to be transformative, there needs to beequitable educational uses of computers (Mouza, 2008). Just providing access tocomputers does not equate to similar methods of usage or resultant skills attainment.Lastly, increases in technology access don’t address the needs or challenges of low SESschools. In one study, increased access to technology actually amplified existing forms ofinequity in low SES schools because the increase was done in isolation of the broadercontext of the school and the surrounding community (Warschauer et al., 2004). Notingthese discrepancies in the impact of technology access on inequity, a majority ofresearchers have shifted their focus away from access to the ways in which computers areused in the classroom.Classroom Uses of TechnologyThe second level of the Educational Digital Divide states there is a disparity in theeducational uses of computers and the Internet. Students in low and high SES classroomsuse computers in vastly different ways, achieving vastly different outcomes. Themeasurements of this level of the Educational Digital Divide include: how often studentsand teachers use technology, for what purpose, and to what degree these activities areintegrated into daily instructional activities.As the first level of the divide – access to technology – heavily influences thislevel of the Educational Digital Divide, computer use in low SES classrooms was ofteninfrequent. With limited access to computers, software, or the Internet, students and