Bridging the digital divide: Students’ access to digital technologies in a language department
Hobbs, Moira; Haines, Karen
Citation:Hobbs, M., & Haines, K. (2010). Bridging the digital divide: Students’ access to digital technologies in a language department. Southern Institute of Technology Journal of Applied Research. Available from http://sitjar.sit.ac.nz/Pages/Publications.aspx?year=2010
Permanent link to Research Bank record:https://hdl.handle.net/10652/1621
In many institutions in New Zealand from primary to tertiary level, the use of technology by both students and teachers to support learning and teaching is assumed. This article reports briefly on research done in a New Zealand tertiary institution in order to discover students‟ perceptions of their access to and use of computer technologies. As well as giving a general overview of feedback from the 161 English as a Second or Other Language (ESOL) students in the study, responses are analysed in relation to age, gender and nationality groups. Results suggest that general access for students is high, but that differences exist in relation to gender and nationality. Such individual differences must always be considered by classroom teachers and accounted for as much as possible, as teachers continue to integrate technology use into their classroom practice.