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

35draw technology learning outside of the classroom. Other researchers concluded that thethird level of the Educational Digital Divide denied tools for civic involvement andcommunity development, which they claimed could reduce the prevalence of societalinequity (Clark & Gorski, 2002; DiBello, 2005, Garland & Wotton, 2002; Warschauer,2003; Warschauer et al., 2004).Potential Role of Ubiquitous Computing in the Educational Digital DivideA vast majority of the available literature on the Educational Digital Dividefollowed a deficit model of research. Researchers clearly illustrated the ways in whichstudents experienced digital inequity, the root causes of that inequity, and theimplications that inequity had on broader society. Yet, deficient from this scholarship wasthe concept of potential. Every deficit has an accompanying potential for improvementand in the case of the Educational Digital Divide that potential is large.In examining the Educational Digital Divide’s potential, the role of one-to-onestudent laptop programs is central as ubiquitous computing has the capability to influencedigital inequity at all three levels of the divide. Yet, one-to-one student laptop programsare virtually absent from the Educational Digital Divide literature. In fact, the availableresearch on one-to-one student laptop programs shows that a majority of laptop programsare found in private schools and high SES public schools, which suggests that ubiquitouscomputing is exacerbating the Educational Digital Divide by providing high SES studentsgreater access to technology, educational computing, and student empowerment.