Who's wired and who's not: children's access to and use of computer technology.

By H. Becker. The Future of children, 2000

481 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Media Technology

View Paper: https://www.semanticscholar.org/paper/5366fc02be654f437aec498d791a5ad3314f76c8

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Citations in the corpus

Students' ICT self-efficacy and computer and information literacy: Determinants and relationships (2018, background): “According to Becker (2000), disadvantaged students are less likely to have digital literate parents.”
A path analysis of pre-service teachers' attitudes to computer use: applying and extending the technology acceptance model in an educational context (2010, unknown): “These variables, subjective norm, facilitating conditions, and technological complexity, were chosen on the basis that they had been found to significantly influence teachers’ attitudes to computers (Becker, 2000; Khine, 2001; Wong et al., 2005; Zhao & Cziko, 2001).”
Technology and Equity in Schooling: Deconstructing the Digital Divide (2004, methodology): “…high-SES students with home computers are much more likely to use them to complete school assignments than are low-SES students with home computers (Becker, 2000), whereas another showed that home computer MARK WARSCHAUER et al. 563 access raises the academic achievement of high-SES students more…”
Internet Use and Well-Being in Adolescence (2002, background): “Finally, in light of previously reported gender differences in early adolescents' verbal intimacy with friends (Papini, Farmer, Clark, Micka, & Barnett, 1990) and Internet use (see Becker, 2000), we took gender into account in our analyses.”
Factors Affecting Technology Uses in Schools: An Ecological Perspective (2003, background): “Despite the generous investment in, and increased presence of, computers in schools (Anderson & Ronnkvist, 1999; Becker, 2000a; Cattagni & Farris, 2001), computers have been found to be unused or underused in most schools (Becker, 2001; Cuban, 1999, 2001; Loveless, 1996; Zhao, Pugh, Sheldon, &…”
Conceptualizing and Testing a Social Cognitive Model of the Digital Divide (2011, background): “Having siblings and parents who are knowledgeable in IT can also enable students to make better use of home computers (Becker 2000).”
Technology and interactive media as tools in early childhood programs serving children from birth through age 8 (2013, background): “…with fewer resources may have little or no access to the latest technologies in their homes, early childhood settings, schools, or communities (Becker 2000; Burdette & Whitaker 2005; Calvert et al. 2005; National Institute for Literacy 2008; Cross, Woods, & Schweingruber 2009; Common Sense…”
The beliefs behind the teacher that influences their ICT practices (2012, methodology): “Teacher beliefs about learning and teaching are critical factors in how ICT is actualised in the classroom (Becker, 2000; Cox, Webb, Abbott, Blankely, Beauchamp, Rhodes, 2004; Orlando, 2009; Wozney, VenKatherinesh, & Abrami, 2006).”
Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic (2020, background): “Likewise, Ruzgar (2005) agrees with (Becker, 2000) that it is common in universities and colleges to provide online resources to supplement traditional teaching methods.”
The environment of childhood poverty. (2004, background): “Census data reveal more than a fourfold increase in home computer access in households with incomes greater than $75,000 in comparison to households with incomes below $20,000 (Becker, 2000).”
New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use, and Outcomes (2010, background): “studies (Becker, 2000c; Wenglinsky, 1998) on this topic were conducted in the 1990s.”
New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education (2005, background): “A national study by Becker (2000) documented that pupils in low-income areas often use computers for repetitive activities, whereas pupils in high-income areas frequently use technology for higher-order thinking, problem solving, and other intellectually challenging activities.”
Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model (2007, background): “These two external variables were chosen on the basis that they had been found to significantly influence teachers' CA (Becker 2000; Khine 2001; Zhao & Cziko 2001; Wong et al. 2005).”