Are distinct modes of using digital technologies evident by age eight? Implications for digital divides.

Corkin, MT; Meissel, K; Peterson, ER; Lee, K; Giacaman, N; Janicot, S; Morton, SMB

Are distinct modes of using digital technologies evident by age eight? Implications for digital divides.

Corkin, MT Meissel, K Peterson, ER Lee, K Giacaman, N Janicot, S Morton, SMB

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Publisher:: Elsevier
Publication Type:: Journal Article
Citation:: Computers and Education, 2022, 191, pp. 1-15
Issue Date:: 2022-12-01

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Field	Value	Language
dc.contributor.author	Corkin, MT
dc.contributor.author	Meissel, K
dc.contributor.author	Peterson, ER
dc.contributor.author	Lee, K
dc.contributor.author	Giacaman, N
dc.contributor.author	Janicot, S
dc.contributor.author	Morton, SMB
dc.date.accessioned	2023-07-03T22:54:04Z
dc.date.available	2023-07-03T22:54:04Z
dc.date.issued	2022-12-01
dc.identifier.citation	Computers and Education, 2022, 191, pp. 1-15
dc.identifier.issn	0360-1315
dc.identifier.uri	http://hdl.handle.net/10453/171153
dc.description.abstract	Digital divides occur when there are inequities in access to the benefits afforded by digital technologies. Originally conceptualised as inequitable access to digital technologies and internet, it is now recognised that the ways in which individuals use digital technologies and the competencies they subsequently develop may also contribute to digital divides. The aims of the current study were twofold. Firstly, to investigate categories of screen media use outside of school for children at age eight, and whether children of this age fall into “user typographies”, whereby different “modes” of digital technology use have already started to emerge. Secondly, to consider the implications of different modes of use at 8 years of age for the establishment of digital divides. Using a sample of 5010 children participating in the Growing Up in New Zealand study, the results of factor analysis indicated six categories of screen-based activities (Social, Creative, Shopping, Educational, Entertainment, and Interests), while four different modes of digital technology use were identified via cluster analysis (Creative, Entertainment, Emergent, and Limited). While Entertainment Users and Creative Users engaged with most activities on a fairly regularly basis, Emergent Users, and in particular, Limited Users, engaged with a narrower range of activities and at lower frequencies. We argue that Entertainment Users and Creative Users who engage with a broader range of activities, and engage in Creative activities such as coding and programming outside of school, may be at an advantage with regard to digital divides. Possible strategies to help mitigate digital divides are proposed.
dc.language	en
dc.publisher	Elsevier
dc.relation.ispartof	Computers and Education
dc.relation.isbasedon	10.1016/j.compedu.2022.104642
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.subject.classification	3901 Curriculum and pedagogy
dc.subject.classification	3904 Specialist studies in education
dc.subject.classification	4601 Applied computing
dc.title	Are distinct modes of using digital technologies evident by age eight? Implications for digital divides.
dc.type	Journal Article
utslib.citation.volume	191
utslib.for	1301 Education Systems
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2023-07-03T22:54:03Z
pubs.publication-status	Published
pubs.volume	191

Abstract:

Digital divides occur when there are inequities in access to the benefits afforded by digital technologies. Originally conceptualised as inequitable access to digital technologies and internet, it is now recognised that the ways in which individuals use digital technologies and the competencies they subsequently develop may also contribute to digital divides. The aims of the current study were twofold. Firstly, to investigate categories of screen media use outside of school for children at age eight, and whether children of this age fall into “user typographies”, whereby different “modes” of digital technology use have already started to emerge. Secondly, to consider the implications of different modes of use at 8 years of age for the establishment of digital divides. Using a sample of 5010 children participating in the Growing Up in New Zealand study, the results of factor analysis indicated six categories of screen-based activities (Social, Creative, Shopping, Educational, Entertainment, and Interests), while four different modes of digital technology use were identified via cluster analysis (Creative, Entertainment, Emergent, and Limited). While Entertainment Users and Creative Users engaged with most activities on a fairly regularly basis, Emergent Users, and in particular, Limited Users, engaged with a narrower range of activities and at lower frequencies. We argue that Entertainment Users and Creative Users who engage with a broader range of activities, and engage in Creative activities such as coding and programming outside of school, may be at an advantage with regard to digital divides. Possible strategies to help mitigate digital divides are proposed.

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http://hdl.handle.net/10453/171153