The state of the union

Based on the PISA data in 2003 and 2006, this paper develops a hierarchical linear model to identify multi-level explanatory variables of the divide of adolescents' self-reported digital skills. At the country-level, the study finds a generally negative relationship between the ICT penetration rate of a country and adolescents' digital skills, implying that increased ICT penetration rate does not guarantee that adolescents have more chance to learn and use ICTs. Educational expenditure on secondary education is positively related to digital skills in 2006, but not in 2003. At the school-level, whether the school is public or private does not elicit impact on adolescents' self-reported digital skills; school ICT access is positively related to students' self-reported digital skills. At the individual-level, self-reported digital skills is affected by home ICT access, adolescents' Socio-Economic Status, gender and their history of using ICTs. The cross-level interaction effect of ICT penetration rate and home ICT access on self-reported digital skills is significant in the 2003 model, but not significant in the 2006 model. The cross-level interaction effect of ICT penetration rate and school ICT access is significant in the 2006 model. The interaction effect of school ICT access and home ICT access is not supported by the dataset of either year.

From access to usage: The divide of self-reported digital skills among adolescents

Contents: Preface. Part I: Theoretical Dimensions in Media Management and Economics. A.B. Albarran, Historical Trends and Patterns in Media Management Research. R.G. Picard, Historical Trends and Patterns in Media Economics. B.I. Mierzejewska, C.A. Hollifield, Theoretical Approaches in Media Management Research. S.S. Wildman, Paradigms and Analytical Frameworks in Modern Economics and Media Economics. B.A. Cherry, Regulatory and Political Influences on Media Management and Economics. Part II: Issues in Media Management and Economics. J.W. Redmond, Issues in Human Relations Management. R.J. Rizzuto, Issues in Financial Management. S.M. Chan-Olmsted, Issues in Strategic Management. A.A. Reca, Issues in Media Product Management. R.A. Gershon, Issues in Transnational Media Management. W.S. McDowell, Issues in Marketing and Branding. S.M. Chan-Olmsted, Issues in Media Management and Technology. P.M. Napoli, Issues in Media Management and Public Interest. D.A. Ferguson, Industry-Specific Management Issues. H. van Kranenburg, A. Hogenbirk, Issues in Market Structure. J. Dimmick, Media Competition and Levels of Analysis. T. Chambers, H.H. Howard, The Economics of Media Consolidation. D. Waterman, The Economics of Media Programming. B.J. Bates, K.S. Albright, Issues in Network/Distribution Economics. M.O. Wirth, Issues in Media Convergence. A. SAnchez-Tabernero, Issues in Media Globalization. P. Graham, Issues in Political Economy. Part III: Analytical Tools in Media Management and Economics. R.A. Beam, Quantitative Methods in Media Management and Economics. G. Doyle, S. Frith, Methodological Approaches in Media Management and Media Economics Research. C.A. Hollifield, A.J. Coffey, Qualitative Research in Media Management and Economics. G.W. Ozanich, Media Finance and Valuation. P.F. Phalen, Audience Research and Analysis. Part IV: Future Directions in Media Management and Economics. D. Shaver, M.A. Shaver, Directions for Media Management Research in the 21st Century. S. Lacy, J.M. Bauer, Future Directions for Media Economics Research. D.H. Goff, Global Media Management and Economics.

Handbook of Media Management and Economics

The digital divide has narrowed with regard to one definition of access to technology—the binary view of the “haves” and “have-nots.” However, use of technology at home and in school is not equitable for all students. According to recent literature, a broader and more nuanced definition of the technological divide is necessary in order to express the ways technology is used or not used. The purpose of this research review is to examine the defining characteristics of technology use by K–12 students, highlighting the complexities of the evolving digital divide. This review integrates findings from empirical studies, theoretical articles, research reviews, and government surveys in the United States in order to present a renewed look at an evolving digital divide, explore the underlying causes of the unequal student use of technology, suggest directions for future research, and provide current implications for practice.

Splicing the Divide: A Review of Research on the Evolving Digital Divide among K-12 Students.

Subsequent to rapid information and communication technology development, the scope of the definition of Information and Communication Technologies (ICT or ICTs) has been utilized within diverse contexts including economic development, education, IT, business and personal usage. A review of academic literature, trade publications and general information was undertaken to establish a hierarchy of applications for the term ICT or ICTs.

/pdf/defining-ict-in-a-boundaryless-world-the-development-of-a-2jzfl2l6sz.pdf

Defining ICT in a Boundaryless World : The Development of a Working Hierarchy

Interviews with 52 parents of varying income levels and positions on the digital “access rainbow” are used to explore how parents discuss the widespread belief that ICT (information and communication technologies) access affects their children's prospects for success. While all parents agreed that ICT competence is important, differences emerged along socioeconomic lines regarding how parents conceptualized the computer/success relationship. While upper-income parents demonstrated greater ICT proficiency and access and assumed that their children needed ICT proficiency for success, parents in the lower-income groups saw the need for ICT proficiency as more context-dependent and adopted broader definitions of success. All parents expressed concerns about the negative attributes of ICTs as entertainment rather than educational media; for lower- and middle-income families, however, this objection justified limits on use or access among children.

/pdf/parents-icts-and-children-s-prospects-for-success-interviews-3smcx3y0ks.pdf

Parents, ICTs, and Children's Prospects for Success: Interviews along the Digital “Access Rainbow”

Employing narrative analysis of ethnographic interviews with persons from a variety of socioeconomic, educational, and racial/ethnic backgrounds, this article examines the discursive structure of the digital divide debate as it is articulated among contemporary online users and non-users in the United States. The article argues that the discourse of individualism serves as a filter that shapes and distorts all private and public conversations about the digital divide and thus limits public debate on the subject. Some challenges to the dominance of individualism emerge when people discuss the digital divide in relation to the specific, lived situations of economic disadvantage. Yet we conclude that the potential political power of this critique is muted as it echoes rather than challenges the contradictions inherent to the promise of the digital era that are found at the heart of both corporate advertising and current social policies.

Ethnographic Interviews on the Digital Divide

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Parents, ICTs, and Children's Prospects for Success: Interviews along the Digital “Access Rainbow”

Ethnographic Interviews on the Digital Divide