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Whereas all schools in the United States can receive assistance in connecting to high-speed internet through the Federal Communications Commission’s (FCC) E-Rate program, low connection speeds and old computer equipment are especially prevalent in low-income school districts, as a large volume of school funding comes from local sources, such as local property taxes. Second, access to technology differs in schools and at home. Pew Research data from spring 2020 shows that 35% of teens sometimes or often had to do homework on their cell phones, rising to 45% among those living in households earning less than $30,000 per year. In addition, having to share devices with other family members limits the amount of time a student can spend on school-related work. Research has shown that relying only on mobile devices, such as smartphones, leads to less diverse use and does not allow users to complete complex tasks. To be able to do homework well, students need at minimum a dedicated tablet, but ideally a laptop or a desktop computer. Internet access is virtually useless without device access. These two aspects – access and skills – often go hand in hand with socio-demographic factors, such as parental income and education, race and ethnicity, and immigration status. ) has shown that – as with any other societal group – there are variations in how well students can use digital media. , Helsper & Eynon, or Pérez-Escoda et al.
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Although students are often touted as “digital natives” who grew up with technology and seem to know intuitively how to use it and how to use it well, research (by Cabello-Hutt et.al. The second aspect of digital inclusion is digital skills. The pandemic has dramatically highlighted inequities that have existed for a long time. However, nothing has made the uneven nature of digital inclusion among students in the United States more obvious than Covid-19 and the resulting shift to online schooling. Various projects have tried to establish the extent of this problem, and others have offered potential solutions. Even before the pandemic, the issue of digital inclusion for students was identified as the “homework gap” – a lack of internet access at home that affects students’ ability to do homework after school. Although many initiatives have worked to provide students with Wi-Fi hotspots and laptops during the pandemic, large numbers of students are still unable to connect with their teachers and classmates. The lack of internet or devices has in fact been a serious issue for millions of students in the United States and across the world.
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When Covid-19 forced school closures across the United States, the media was full of stories of kids doing homework in coffee shops or in parking lots outside fast-food restaurants in order to access WiFi they didn’t have at home.