A Matter of Computer Time

Abstract

University, Stanford University, Teachers College Columbia University, University of California Berkeley, University of California Los Angeles, University of Michigan, University of Pennsylvania, and University of Wisconsin. Computers are ubiquitous in school. But most children develop real computer profi ciency somewhere else. Becoming proficient on the computer is like becoming proficient in reading; children need much more time than schools can offer. Many children use comput ers after school at home, and, given sufficient time, they will become proficient enough to succeed in this digitally driven world. Things are different for children from high poverty areas. Finding sufficient computer time is just one more challenge these children face in keeping up with more advantaged peers. Many low-income children do not have home computers or Internet access (NCES 2003). They rely on a of public places, such as libraries, after-school programs, or commu nity organizations. However, this safety net is not strong enough to help these students at tain the skills they need to compete with their middle-income peers. And if it breaks com pletely, low-income children will only fall far ther behind.