"To have an impact on students later in life, school
experiences with computers should take place in an environment where technology
is important and enjoyable, the activites should be personally meaningful,
and students should have these powerful experiences as early as possible.
Then perhaps we can hope that after another span of years, with the next
generation of young adults, we will see a waning legacy of the digital
divide."
Basham, James D., Cynthia C. Ching, and Eunice Jang. "The Legacy of
the Digital Divide: gender, socioeconomic status, and early exposure as
predictors of full-spectrum technology use among young adults." Urban Education
40.4 (2005): 394-411. EBSCO. Fall 2005.
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"While there is mixed opinion about the benefits
and suitability of technology-based learning tools, there is substantial
evidence that educational technology changes the process of teaching and
learning. Technology can transform the learning environment to be
student-centered, problem- and project-centered, collaborative, communicative,
and customized."
Hall, Georgia and Laura Israel. “Using technology to support
academic achievement for at-risk teens during out-of-school time.” Literature
Review. Education Development Center, Washington D.C.; U.S. Department
of Education, 2004. EBSCO. Fall 2005.
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"Anyone can post anything on the Web. Because
of these changes in the quantity and quality of resources, it becomes imperative
for teachers to find and evaluate technologies in a wider context that
includes their curriculum, their students and their community."
Lawless, Kimberly A., and Louanne I. Smolin. "Becoming literate in
the technological age: New responsibilities and tools for teachers." Reading
Teacher 56.6 (2003): 570-577. EBSCO. Fall 2005.
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