Abstract
AbstractA survey of secondary school students conducted in New Zealand in 1988 reported the way in which widespread inequity of computer access and use had been reduced across ability, gender, and socioeconomic status (SES) divisions. This paper presents the results of a follow-up survey that indicated further reductions in some of the more resistant strains of inequity. There were no differences in access across ability, gender, and SES divisions. There were no differences in use pattern across ability and SES, but females continue to use computers in different ways than did males. Results are discussed in terms of the transparent use of the computer as a tool for learning, and implications are outlined for educational policy and practice.
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