Education Equity and Technology Divide in the United States

Oshionebo Emem *

College of Media and Entertainment, Middle Tennessee State University, Tennessee.
 
Research Article
International Journal of Science and Research Archive, 2023, 10(01), 775–782.
Article DOI: 10.30574/ijsra.2023.10.1.0811
Publication history: 
Received on 30 August 2023; revised on 10 October 2023; accepted on 13 October 2023
 
Abstract: 
This article discusses the perspective that development involves expanding human capacities, with knowledge being a crucial capacity. Information and Communication Technologies (ICTs) play a vital role in producing and disseminating knowledge, and their use is considered a right in today's society. However, not all Americans have equal access to these technologies. Marginalized communities, often lacking resources for basic needs like clean water, food, and education, face significant challenges in adopting ICTs. This digital divide results in educational and economic inequalities.
The study employs the Technology Acceptance Model (TAM) to explore the technology gap in education between upper-class and marginalized communities in the United States. It seeks to understand the factors contributing to this divide by reviewing relevant literature, surveys and interviews The research aims to answer the question of how to narrow the digital divide and promote equal access to educational technology. Potential solutions are also discussed.
 
Keywords: 
Digital divide; ICT; Less Privileged; Digital equity
 
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Copyright © 2023 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0