The Technological Divide and Inequitable Access

The authors argued the impact of technology on our society in the book Toward a Theory of New Literacies. They declared, “We believe that the appearance of the Internet in the workplace as well as in home and school contexts is one of the most powerful social revolutions taking place today. At the heart of this revolution are the new literacy skills and strategies demanded by the Internet and other ITCs" (pg. 1579). Research has proven that technology has given all types of families’ access to information that was once not accessible. Technology has “redefine[d] literacy practices,” that many Americans take part in on a daily basis, replacing once traditional practices such as printed materials and the use of paper and pencil. Technology has also required us to adopt new ways to communicate.


Although technology has brought new opportunities for many families, it has also contributed to issues of inequity and access for minorities and lower economic groups. Even though the number of families with computers and Internet access are doubling each year, economic disparities between racial groups limit the educational opportunities acquired through the use of the Internet and other ITCs. More specifically, the extent of these economic disadvantages continues to affect the educational experiences and outcomes of African Americans and Latino children at school and in the workplace. Because African American and Latino students are less likely than other racial groups (such as Caucasian and Asian Americans) to own a computer or have access to the Internet, they are also less likely to have the same educational opportunities that technology has provided.


Technology’s revolutionary affect has the power to improve professional development of teachers, increase parent and teacher communication, increase student achievement, and prepare students for the future by equipping them with a resource prevalent in today’s job market. Like the achievement gap in American, some students and teachers will not have the same opportunities as those with access.