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dc.contributor.advisorFitzgerald, Gail E.eng
dc.contributor.authorKelly, Paul Vincenteng
dc.date.issued2006eng
dc.date.submitted2006 Falleng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on August 13, 2007)eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2006.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Information science and learning technologies.eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] As computer and Internet technologies increasingly entwine themselves with educational, social, financial, and employment opportunities, those individuals lacking access to computers and/or computer skills will find themselves falling further behind the rest of society. Using qualitative phenomenological research processes, the phenomenon of the digital divide, the gap in access to and equity of technological experiences among populations, is described from the perspective of middle school students, including barriers for schools in closing the divide. The research describes the interplay between students, computers, and schools as they occur naturally.The findings that surfaced during the research indicate that students without access to computers and Internet at home are cognizant of differences to other students with regards to technology, and that in some cases, the school and teachers inadvertently magnify and expose these differences. The students' feeling of isolation and exclusion is partially based upon a narrow set of experiences using computers and the Internet at school-experiences structured by the school and teachers that give the students little independence in the usage of the technologies. The findings of this study present a challenge for school systems that serve to bridge the gaps created by differential access to computers and the Internet outside of school.eng
dc.identifier.merlinb59294012eng
dc.identifier.oclc163897524eng
dc.identifier.urihttps://hdl.handle.net/10355/5895
dc.identifier.urihttps://doi.org/10.32469/10355/5895eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsAccess is limited to the campuses of the University of Missouri.eng
dc.subject.lcshCollege students -- Information serviceseng
dc.subject.lcshComputers and college studentseng
dc.subject.lcshWide area networks (Computer networks) -- Accesseng
dc.subject.lcshInterneteng
dc.titleLiving in the digital divide : the lived experience of students without access to computers & the interneteng
dc.typeThesiseng
thesis.degree.disciplineInformation science and learning technologies (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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