What is the impact of full access to technology on the achievement of the Hispanic student?

2021 ◽  
Author(s):  
John E. Carr
Keyword(s):  
Hispanic Student ◽  
Access To Technology ◽  
The Impact

Early Steamboat Services and Their Impact in North Wales, 1817-1840s

2011 ◽  
pp. 259-276
Author(s):  
John Armstrong ◽  
David M. Williams
Keyword(s):  
Small Population ◽  
Retail Trade ◽  
Rural Environment ◽  
Tourist Industry ◽  
Livestock Farming ◽  
North Wales ◽  
Access To Technology ◽  
The Impact ◽  
Significant Attention ◽  
Successes And Failures

This chapter explores the impact of the early steamboat in North Wales, a region underexplored by maritime historians in regard to steam technology. It concentrates on period between 1817 and the 1840s. It begins by considering the comparatively small number of registered steamboats in North Wales and offers reasons why - the small population of towns and the rural environment are particular factors of note. It then expands out to examine steamboat services in the rest of Britain in comparison. It explores the geographical problems of establishing steamships in Wales, plus the successes and failures of several routes. The Holyhead-Dublin route is given significant attention, as it became a major communication route between Britain and Ireland. Finally, it studies the impact of the steamship on Welsh communities, and finds that it created an economic boost and provided wider access to technology, news, information, and passengers. Furthermore, livestock farming, retail trade, and the tourist industry all developed significantly in North Wales due to the presence of the steamship.

One-to-One Technology in the K-12 Classroom

Education ◽  
2020 ◽  
Author(s):  
Andrea H. Parrish
Keyword(s):  
Public Schools ◽  
Learning Environments ◽  
Teaching And Learning ◽  
The United States ◽  
Dynamic Learning ◽  
Computing Device ◽  
Access To Technology ◽  
One To One ◽  
K 12 ◽  
The Impact

In Toward a New Learning Ecology: Teaching and Learning in 1:1 Environments (cited under General Overviews), one-to-one learning environments are described as classrooms in which every student has access to a personal computing device (such as a laptop or a tablet) and continuous access to the Internet. This model for student computing was first discussed in educational research beginning in the 1980s, most notably in the Apple Classrooms of Tomorrow (ACOT) project, a research collaborative among public schools, universities, and research teams funded by Apple and outlined in The Evolution of Teachers’ Instructional Beliefs and Practices in High-Access-to-Technology Classroom: First-fourth Year Findings (cited under Origins of One-to-One Technology: Apple Classrooms of Tomorrow [ACOT]). The original premise, based on the work of computer scientist and mathematician Seymour Papert, is rooted in the idea that ubiquitous access to technology can create more dynamic learning environments. In recent years, the proliferation of mobile technology has caused a renewed interest in one-to-one computing, as the improved portability and functionality of technology tools coupled with advances in wireless Internet capability makes one-to-one computing attainable for many schools and districts. Despite the continued debate about the impact of technology on learning, the U.S. Department of Education elevated the concept of a one-to-one technology ratio from unique innovation to moral imperative in its document, Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update (cited under Resources). Even before this, the prevalence of one-to-one computing initiatives increased, both in the United States is discussed in The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations (cited under General Overviews) and around the world in Large-Scale 1:1 Computing Initiatives: An Open Access Database (cited under International Perspectives on One-to-One Technology). The growth of these initiatives has been accompanied by an increase in peer-reviewed research and evaluation reports that document the impact of one-to-one technology on teaching and learning. A topic that was once dominated by white papers and evaluation reports now boasts a growing body of peer-reviewed studies, research syntheses, and government reports. The references cited in this article provide a cross-section of these various forms of literature that depict the use of one-to-one technology in K-12 classrooms, including implementation resources for districts and key empirical findings.

scholarly journals An Exploratory Study of Online Equity: Differential Levels of Technological Access and Technological Efficacy Among Underserved and Underrepresented Student Populations in Higher Education

10.28945/4664 ◽  
2020 ◽  
Vol 16 ◽  
pp. 093-121
Author(s):  
Madhumita Banerjee
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Transfer Students ◽  
Academic Outcomes ◽  
Educational Equity ◽  
First Semester ◽  
Access To Technology ◽  
K 12 ◽  
The Impact

Aim/Purpose: This study aims to explore levels of Technological Access (ownership, access to, and usage of computer devices as well as access to Internet services) and levels of Technological Efficacy (technology related skills) as they pertain to underserved (UNS) and underrepresented (UNR) students. Background: There exists a positive correlation between technology related access, technology related competence, and academic outcomes. An increasing emphasis on expanding online education at the author’s institution, consistent with nationwide trends, means that it is unlikely that just an increase in online offerings alone will result in an improvement in the educational attainment of students, especially if such students lack access to technology and the technology related skills needed to take advantage of online learning. Most studies on levels of Technological Access and Technological Efficacy have dealt with either K-12 or minority populations with limited research on UNS and UNR populations who form the majority of students at the author’s institution. Methodology: This study used a cross-sectional survey research design to investigate the research questions. A web survey was sent to all students at the university except first semester new and first semester transfer students from various disciplines (n = 535). Descriptive and inferential statistics were used to analyze the survey data. Contribution: This research provides insight on a population (UNS and UNR) that is expanding in higher education. However, there is limited information related to levels of Technological Access and Technological Efficacy for this group. This paper is timely and relevant as adequate access to technology and technological competence is critical for success in the expanding field of online learning, and the research findings can be used to guide and inform subsequent actions vital to bridging any educational equity gap that might exist. Findings: A critical subset of the sample who were first generation, low income, and non-White (FGLINW) had significantly lower levels of Technological Access. In addition, nearly half of the survey sample used smartphones to access online courses. Technological Efficacy scores were significantly lower for students who dropped out of or never enrolled in an online course. Transfer students had significantly higher Technological Efficacy scores while independent students (determined by tax status for federal financial aid purposes) reflected higher Technological Efficacy, but at a marginally lower level of significance. Recommendations for Practitioners: Higher education administrators and educators should take into consideration the gaps in technology related access and skills to devise institutional interventions as well as formulate pedagogical approaches that account for such gaps in educational equity. This will help ensure pathways to sustained student success given the rapidly growing landscape of online education. Recommendation for Researchers: Similar studies need to be conducted in other institutions serving UNS and UNR students in order to bolster findings and increase awareness. Impact on Society: The digital divide with respect to Technological Access and Technological Efficacy that impacts UNS and UNR student populations must be addressed to better prepare such groups for both academic and subsequent professional success. Addressing such gaps will not only help disadvantaged students maximize their educational opportunities but will also prepare them to navigate the challenges of an increasingly technology driven society. Future Research: Given that it is more challenging to write papers and complete projects using a smartphone, is there a homework gap for UNS and UNR students that may impact their academic success? What is the impact of differing levels of Technological Efficacy on specific academic outcomes of UNS and UNR students?

The impact of aging on access to technology

2006 ◽  
Vol 5 (4) ◽  
pp. 341-349 ◽  
Author(s):  
Sara J. Czaja ◽  
Chin Chin Lee
Keyword(s):  
Access To Technology ◽  
The Impact

WILLINGNESS TO FORMALIZE: A CASE STUDY OF THE INFORMAL MICRO AND SMALL-SCALE ENTERPRISES IN ZIMBABWE

2019 ◽  
Vol 24 (01) ◽  
pp. 1950001 ◽  
Author(s):  
SOPHIA Z. E. MUKORERA
Keyword(s):  
Tax Evasion ◽  
Financial Constraints ◽  
Principal Component ◽  
Poor Quality ◽  
Small Scale ◽  
Main Concern ◽  
Registration Process ◽  
Access To Technology ◽  
The Government ◽  
The Impact

The rapidly growing informal micro and small-scale enterprise sector in Zimbabwe is an issue of concern because the government is still struggling to revive the economy from the effects of economic meltdown. Of main concern is the lost revenue through tax evasion. The growing informal sector is believed to be a result of the poor quality of certain institutions, high corruption levels in the country and lack of incentives to formalize. The objective of this study was to analyze the impact of growth constraints on the willingness to formalize by informal MSEs. Twenty internal and external growth inhibiting factors were analyzed using Principal Component Analysis (PCA) and a logistic model was estimated on a dichotomous variable of willing/not willing to formalize. The results show that willingness/unwillingness to formalize by informal entrepreneurs in Zimbabwe is significantly related to institutional imperfections and asymmetry of bureaucracy associated with the registration process, lack of access to technology, market and financial constraints and lack of entrepreneurial and management skills. Improving the bureaucracy of the registration process and access to technology may possibly increase the odds of the informal operators formalizing their businesses. However, improvement in market and financial constraints and entrepreneurial and managerial skills will decrease the odds of willingness to formalize.

scholarly journals Operational challenges faced by smallholder farmers: a case of Ethekwini Metropolitan in South Africa

2016 ◽  
Vol 7 (2) ◽  
pp. 40-52 ◽  
Author(s):  
Joel Mutero ◽  
Elias Munapo ◽  
Phemelo Seaketso
Keyword(s):  
South Africa ◽  
Smallholder Farmers ◽  
Water Storage ◽  
Access To Information ◽  
Access To Technology ◽  
Asset Based Community Development ◽  
Capital Access ◽  
The Government ◽  
Development Approach ◽  
The Impact

The study is aimed at establishing the impact of access to capital, access to markets, access to information and access to technology on competitiveness of smallholder farmers on the market in Ethekwini Metropolitan in South Africa. A questionnaire is used as a research instrument. A total of 100 participants was sampled from a population of 485 smallholder farmers in Ethekwini Metropolitan. From the sample, 21% were male and 79% were female. All respondents were all from the African race. The study reveales that access to funding, access to markets, access to information and access to technology not only influenced viability of the smallholder farmers in Ethekwini Metropolitan, but also that the smallholder farmers were not getting enough access to all four stated variables. Of the 100 farmers, 66% of the smallholder farmers had plots with less than 0.5 acres under cultivation. Another finding was that even though the farmers had basic tools to work with, they required funding to acquire irrigation, water storage facilities, transport and tractors. As far as passing information to farmers is concerned, the farmers mostly preferred extension visits.The study recommends that well equipped agricultural resource centres be established in all the agricultural hubs. It is also recommended that the government employs an asset based community development approach when funding smallholder farmers and that the smallholder farmers and other stakeholders be conscientized on the concept of sustainable farming

Overcoming the Digital Divide

2008 ◽  
pp. 374-381
Author(s):  
Al P. Mizell ◽  
Cecil Sugarman
Keyword(s):  
Older Adults ◽  
Socioeconomic Status ◽  
Digital Divide ◽  
Senior Citizens ◽  
The Internet ◽  
Literature Discussions ◽  
Access To Technology ◽  
Education And Employment ◽  
The Impact

We all know that technology has become a dominant force in today’s society for people of all ages. However, certain elements of society have less access to technology than others. In the literature, discussions and research on these discrepancies tend to focus on factors such as gender, sex, socioeconomic status, race, education, and employment. Occasionally, age is taken into consideration. In reviewing online articles related to the digital divide, it appears that there are many more articles, reports, and projects that focus on factors other than age. Few looked at the impact of the digital divide on senior citizens. One article, “The Internet and Older Adults” (U.S. Administration on Aging, 2004), reports that:

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