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

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Giese studied identity formation in one online environment and argues that computermediatedcommunication produces both a new social environment and new opportunities forpresentation of the self (Giese, 1998). Online communities are the source of study as a way ofunderstanding the development of social identity (Cassell & Tversky, 2005). Youth think ofthemselves differently when they can interact with technology, use it for communication, andchoose their own entertainment (Tapscott, 1998). Turkle suggests that the fluidity of identitymeans that computers can be part of an extended “cyber self” (Sherry Turkle, 2003). Othersargue that while technology has changed some things, fundamental identity development remainsthe same (Katz, 1997).This review argues that identity develops interactively, in relation to others, to culture,and to outside structures. What does it mean if some youth see technology as an integral part oftheir identity, or as an effective tool for communication and work, while others see it as a foreignstructure? How do the identities of youth who are empowered by technology differ from thosewho are disempowered by that technology?“I have observed my 14-year-old nephew, both f2f and online, in [the game]Runescape. It is amazing to me the complexity that this child is dealing with. Far beyondanything he is offered in school. He (and anyone else who persists in the game over time) isoddly motivated to practice numerous skills to achieve ‘automaticity’ as well as recognizedachievement levels through what seems to me tedious repetition; learn and apply a greatmany new concepts and terminology; apply at any given time a multiplicity of dimensions andparameters for complex decision-making; and devise creative strategies involving bothcompetition and collaboration with others in real time.”Beverly Hunter, Dialog ParticipantCulture and technologyEven when given access to technology, minority communities use the Internet less(Stanley, 2003). In a study of poor women who were given home computers and Internet access8
for a year, women of color reported lower use, even when controlling for socioeconomic status(Jackson, Barbatsis, Biocca, Zhao, & Fitzgerald, 2003). The authors conclude that culturalfactors play a key role in technology use, and need to be addressed in future research. In contrast,a study of black and white Internet use found more similarities than differences between the twogroups, though “whites focus more on news, financial, and political Websites, whereas Blacksare drawn to education-related sites” (A. Alvarez, 2003). A study of distance education linkingan urban classroom with a university music classroom via videoconferencing found that teachersimposed standards of behavior on the students and that cultural gaps between the two physicalworlds were not bridged via the videoconferencing (Knight, Dixon, Norton, & Bentley, 2004).The videoconference reinforced the cultural differences between the student participants and themusic school. These individual studies indicate that there are cultural differences in computerand Internet use, which is not particularly surprising. A study of four community technologycenters looking at adults using computers for the first time (Stanley, 2003), identified threeimportant ways to look at technology in order to understand technology use among those who donot use it. First, Stanley describes the relevance of technology: that is, if users don’t see a link totheir own life, they won’t use it. Second, he looks at comfort zones, encompassing perceptions ofhigh cost or difficulty of use. Third, he addresses self-concepts; how individuals see themselvesin relation to technology. People who don’t think of themselves as the type of person who uses acomputer will not choose to use technology.While differences in computer use between men and women are small, women whoexpress interest in computers do not also express interest in computer-related careers, whereasmen do (Creamer, Burger, & Meszaros, 2004), indicating that access is less of an issue thanchoice, for women. A study of women in technology classrooms described low self-confidence9
Page 1 and 2: Learner Identity, Learning Technolo
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Page 6 and 7: life they offer to women and minori
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Page 14 and 15: Yong & Parrella, 2004), while other
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Page 18 and 19: variety of technologies, allowed in
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Page 22 and 23: - How do youth define technology, w
Page 24 and 25: ReferencesAlvarez, A. (2003). Behav
Page 26 and 27: Gee, J. P. (2000). Teenagers in new
Page 28 and 29: Natriello, G. (2001). Comment: Brid

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