It is critical to overcome the digital divide - Education Development ...

Yong & Parrella, 2004), while others have found that online courses can be disengaging forteachers (Gabbard, Perez, & Atkins, 2002).An extensive review of research focusing on the impact of interactive media on children(not focusing exclusively on schools), looked at access, impact on cognitive development, socialdevelopment, and health and safety (Wartella et al., 2000). It found that boys use computergames more than girls, and that, as noted above girls are not computer-phobic but are critical ofcomputer content (p. 7). The study also looks at the interaction between content, activities,conditions, and goals. Wartella et. al. argue that the content of the technology is more importantthan the process, counter to other researchers, who argue that the process of engaging withtechnology, regardless of content, changes the learning process (J. P. Gee, 2003; Papert, 1998b).Some researchers identify the characteristics of technology that contribute to learning, includinglearning through active engagement, participation in groups, frequent interaction and feedback,connections to real-world contexts, and expanding what children learn (Roschelle, Pea, Hoadley,Gordin, & Means, 2000). All of these highlight the importance of technological processes on“Exposing students to different styles of learning beyond F2F instruction can not onlyincrease, but also help them feel better about their ability to learn. Therefore, in order toensure equity, we need to design learning experiences that are inclusive and respectful ofgender, culture, and race.”Chris Dede, Professor of Learning Technologies, Harvard Graduate School of Educationlearning, arguing that technology is more than just a different form of ‘shell’ for providingcontent.Wartella et al. found no research documenting the effects on academic achievement ofplaying computer games, though games and technology are increasingly seen to have a criticalrole in education (Oblinger, 2004). Researchers look at how technology can bring ‘serious play’into formal learning (Rieber, Smith, & Noah, 1998). Youth will spontaneously spend more than14