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Still Separate, Still Unequal? (The Case of Digital Equity in Education) (Education - Change.org)
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Overall, African-American students are much more likely to use computers to practice or drill on math facts than White students. The learning affordances of the modern Internet seem to grow exponentially these days, but even in 2007 terms, using computers for drill on math facts is hardly taking advantage of the power of computer-mediated learning.
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The educational research I have done over the last decade has taken me to schools all across the United States. I've been to schools in urban centers (e.g. NYC, Dallas, Houston, Miami-Dade, etc.), tiny rural towns (e.g. Beckley (WV), Gnadenhutten (OH), etc.) and everything in between. I can report with great confidence that the schools wherein I have seen advanced, progressive applications of technology have been schools that serve overwhelmingly Caucasian populations. Relatedly, if you consider all of the reasonably large-scale 1:1 computing initiatives in the United States, you would be hard-pressed to find such a program in a majority-minority community.
Enhancing Education through Technology (Ed-Tech) State Program
The primary goal of this program is to improve student achievement through the use of technology in elementary and secondary schools. Additional goals include helping all students become technologically literate by the end of the eighth grade and, through the integration of technology with both teacher training and curriculum development, establishing research-based instructional methods that can be widely implemented.
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NECC 2008 Reflections from Sessions on Day 1 | The Blog of Ms. Mercer
Session 3: NECC Unplugged Understanding by Design Live Blog \nSession 4: Cell Phones in the Classroom\nSession 5: Differentiating Instruction
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