The Digital divide refers to the gap between demographics and regions that have access to modern information and communications technology, and those that don’t or have restricted access. This technology can include computers and the Internet. (IIE,2019)
Knowledge gaps in children from dissimilar socioeconomic backgrounds exist before formal teaching begins in my community most schools do not have access to computers and that can make it difficult for them to learn more and they do not Have access to cellular network towers
Youngsters from low-Socio economic families are less likely to have experiences that encourage the growth of fundamental skills of reading acquisition, such as phonological awareness, vocabulary, and oral language (Buckingham, Wheldall, & Beaman-Wheldall, 2013).
However, poor households have less access to learning materials and experiences, including books, computers, stimulating toys, skill-building lessons, or tutors to create a positive literacy environment (Bradley, Corwyn, McAdoo, & García Coll, 2001;
According to: Evan.M,2010. In private school’s
children from higher socioeconomic backgrounds may also provide higher levels
of psychological support for their education through environments that
encourage the development of skills necessary for success at school and they
have access to cellur towers and also computers
Reference list
Bradley, R. H., Corwyn, R. F., McAdoo, H. P., & García Coll, C. (2001). The home environments of children in the United States Part I: Variations by age, ethnicity, and poverty status. Child Development, 72, 1844-1867. doi:10.1111/1467-8624.t01-1-00382
Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Why poor children are more likely to become poor readers: The school years. Australian Journal of Education, 57, 190-213. doi:10.1177/0004944113495500
Evans, M. D. R., Kelley, J., Sikora, J., Treiman, D. J. Family scholarly culture and educational success: Books and schooling in 27 nations. Research in Social Stratification and Mobility. https://doi.org/10.1016/j.rssm.2010.01.002 (2010).
19001747 DIGC 