Students at Risk and the Digital Divide :: essays papers

Students at Risk and the digital DivideAs the world advances in technology, in that location argon umpteen benefits and disadvantages. In the school systems, students profit from having use of more technology. Then there are schools that beget this technology and schools that dont. there are classes that buzz off it and classes that dont. There are students in the same class that consider vex to various forms of technology and others that dont have that luxury. There is not a definition of students at risk, but rather super C characteristics (a) children/youths from families backup in poverty, (b) children/youths with different backgrounds (e.g., experiences, education, and origins), (c) children/youths of color, and (c) children/youths from limited English-speaking families (Davis & McCaul, 1990). Low achievement, low-down attendance, low economic status, and attendance at schools with large numbers of students breathing in poverty contribute to the likelihood of not earning a exalted school diploma. But students at risk are also characterized as students who are likely to leave school without the necessary skills to succeed academically, socially, or vocationally in todays society. These students become victims in the sense that the likelihood of arrival their full potential is diminished. The digital divide is a problem that these students at risk face. It is a divide among household computer and internet access by race/ ethnicity, income, education, location, and disability. The purpose of this research paper is to analyze the inequities that represent with respect to childrens educational technological opportunities (Means, 1997).Relationship between Poverty and Students at RiskThere is a link between poverty and students at risk. The Office of the United Nations High Commissioner for Human Rights (2005) defines poverty is defined as a human condition characterized by the sustained or chronic deprivation of the resources, capabilit ies, choices, security and power necessary for the enjoyment of an adequate specimen of living and other civil, cultural, economic, political and social rights. 1 billion children go in poverty, which are 1 in 2 children in the world. The determine these children pay for being born poor is enormous. Carta (1991) cites several sources indicating that low-SES (socio- economic status) children living in inner cities are much more likely to have educationally damaging circumstances as part of their life experiences than are higher SES children. The dangers these children could suffer include prenatal exposure to drugs and AIDS, low carry weight, poor nutrition, lead exposure, and personal injuries and accidents.