000			02970cam a2200397 i 4500
001			ocm1140371948
003			OCoLC
005			20220331105347.0
008			200131t20202020ilua b 001 0 eng
010			_a2020005373
020			_a022672655X _qhardcover
020			_a022672669X _qqpaperback
020			_a9780226726557 _qhardcover
020			_a9780226726694 _qpaperback
020			_z9780226726724 _qelectronic book
035			_a(OCoLC)1140371948
040			_aICU/DLC _beng _erda _cDLC _dBDX _dYDX _dOCLCF _dOCLCO _dYDX _dUtOrBLW _dMiTN
042			_apcc
043			_an-us---
050	0	0	_aLB1028.43 _b.R337 2020
082	0	0	_a371.33 _223
100	1		_aRafalow, Matthew H.,
245	1	0	_aDigital divisions : _bhow schools create inequality in the tech era / _cMatthew H. Rafalow.
264		1	_aChicago : _bThe University of Chicago Press, _c2020.
264		4	_c©2020.
300			_a210 pages : _billustrations ; _c22 cm.
336			_atext _btxt _2rdacontent.
337			_aunmediated _bn _2rdamedia.
338			_avolume _bnc _2rdacarrier.
504			_aIncludes bibliographical references and index.
505	0		_aSimilar Technologies, Different Schools -- Disciplining Play -- Where Disciplinary Orientations Come From -- Schools as Socializing Agents for Digital Participation.
520			_a"As schools catch up to the digital age, they are part of a nationwide effort to close gaps in access to technology, also known as the "digital divide," so that young people from all parts of society have the opportunities that access to technology provides. Most students, however, already come to school with digital knowledge honed through activities with friends online. In Digital Divisions, Matthew H. Rafalow reveals that these digital skills are classified differently based on students' race and class. Through case studies at middle schools serving, variously, affluent, middle-income, and low-income students, Rafalow explores how schools produce users of digital technology. Teachers working to bring tech into the classroom regularly treat affluent white students as "innovators" and Asian Americans as "hackers." Poor and Latinx students were rarely recognized for their creative digital skills and were treated either as benign immigrant workers or, worse yet, troublemaking future gang members. He finds that, in their interactions with peers, students at all three schools use digital technology in sophisticated and creative ways. However, only the teachers in the school serving (mostly white) affluent students help translate the skills students develop through their digital play into educational capital. Closing the digital divide, Rafalow shows, is about much more than access: it's about attitudes"-- _cProvided by publisher.
650		0	_aDigital divide _zUnited States _vCase studies.
650		0	_aEducational equalization _zUnited States _vCase studies.
650		0	_aEducational technology _zUnited States _vCase studies.
999			_c506774 _d506774