Are distinct modes of using digital technologies evident by age eight? Implications for digital divides. (December 2022)

• Record Type: Journal Article
• Authors: Corkin, Maria T.; Meissel, Kane; Peterson, Elizabeth R.; Lee, Kerry; Giacaman, Nasser; Janicot, Stéphane; Morton, Susan M.B.
• Is Part Of: Computers & education. Volume 191(2022)
• Publication Date: 2022-12
• Subjects: Digital divide -- Digital technologies -- Modes of use -- Inequities -- Screen time -- Typographies -- Access -- Digital capital -- Social capital; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2022.104642
• Languages: English
• ISSNs: 0360-1315

Abstract

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. Highlights: By 8 years of age, four different modes of using digital technologies have already started to emerge. Children's modes of use were identified as Entertainment, Creative, Emergent and Limited. Limited Users had minimal engagement with screens apart from viewing TV/video or playing games. Broader modes of using screens at home may confer benefits in digitally-mediated education systems. Different modes of using screens during childhood may contribute to, or perpetuate, digital divides.