Abstract

Although there has been an increase in students’ physical access to computers, many students from low-SES backgrounds are not experiencing the use of information communication technologies (ICT) as an academic and social resource to obtain an equitable education. This study investigated how ICT was implemented into students learning processes by different groups of teachers working within selected public schools in Northern California. The question asked is “What impact does a school’s socioeconomic status (SES) have on students’ accessibility to and use of ICT?" Information was collected from teachers who completed an online survey regarding their students’ use of technology. The survey was used to gather information about the accessibility of classroom computers and patterns in students’ use of ICT. The findings from this study indicate that students from low-SES backgrounds use ICT differently than students from more affluent SES. Students attending low-SES schools did not use computers regularily and these students were given limited opportunities to use ICT to engage in student-centered critical thinking learning activities. It is recommended that school districts set specifications that describe what the implementation of technology should entail. A clear depiction for the regularity of computer use and ICT objectives should be established. The results of this study may provide an indication as to what can be done to improve students’ right to an equitable technology-based education.