Abstract
![CDATA[With the widening participation agenda in Australia, more students from low socio-economic backgrounds are being encouraged to undertake university degrees, and will be expected to use digital technologies and demonstrate digital literacies. This paper used data from a 2013 survey of students across three universities, to examine whether there were socio-economic differences in students' access to and use of technologies. There were few differences in access to equipment. There were also no differences in the most common uses of technologies, such as accessing course materials from the LMS, and few differences between students from low, medium and high socioeconomic status suburbs. However students who received government support benefits less frequently used technologies that related to disciplinary skills or to creating rather than receiving content. There may be a subtle digital divide, where financially disadvantaged students are engaging less with technologies that will most benefit their future employment.]]
| Original language | English |
|---|---|
| Title of host publication | ascilite 2014: Rhetoric and Reality: Critical Perspectives on Educational Technology, 23-26 November 2014, Dunedin, New Zealand |
| Publisher | ASCILITE |
| Pages | 688-692 |
| Number of pages | 5 |
| ISBN (Print) | 9780473307509 |
| Publication status | Published - 2014 |
| Event | Australian Society for Computers in Learning in Tertiary Education. Conference - Duration: 23 Nov 2014 → … |
Conference
| Conference | Australian Society for Computers in Learning in Tertiary Education. Conference |
|---|---|
| Period | 23/11/14 → … |
Open Access - Access Right Statement
The author(s) assign a Creative Commons by attribution 3.0 licence enabling others to distribute_remix_tweak_and build upon their work_even commercially_as long as credit is given to the author(s) for the original creation.Keywords
- educational technology
- socioeconomic status
- university students
