Student Computer Use: Bridging the Digital Divide and Enhancing Academic Achievement

The integration of computers into education has transformed the learning landscape. Students now rely on computers for various academic tasks, from research and writing to accessing online resources and completing assignments. However, disparities in access to technology and variations in usage patterns raise important questions about equity and the true impact of computers on student outcomes. This article examines these issues, drawing on data and research to provide a comprehensive overview of student computer use.

Access to Computers: Home vs. School

Figures 1, 2, and 3 illustrate the narrowing differences in computer usage rates at school compared to home. While the percentage of students using computers at home increases with their parents' educational attainment and family income, computer use at school is more consistent across all levels of parental education and income. This suggests that schools play a crucial role in providing access to technology for students who may not have it at home, helping to bridge the digital divide.

The Role of Schools in Providing Internet Access

Table 1 highlights students who access the Internet through only one location. These students, who make up approximately 34 percent of all student Internet users (around 11.7 million), demonstrate the importance of schools in providing Internet access. While home is the most common single point of access, several groups rely more heavily on schools: students from households where no parents have education beyond a high school credential, those from monolingual Spanish households, those in poverty, those with family incomes below $35,000 per year, those living outside metropolitan areas, and Black and American Indian students.

For example, 63 percent of students who have no parent with a high school credential and only one point of Internet access rely on school facilities. In contrast, only 24 percent of students with a single point of access who live with parents who attended graduate school use school facilities for this access. Similarly, students from Spanish-monolingual households are more likely to rely solely on school for access compared to other students (55 percent compared to 39 percent).

Home Internet Access: Trends and Disparities

The American Community Survey (ACS) provides data on the percentage of 3- to 18-year-olds with home internet access. In 2021, 97 percent had home internet access, a notable increase from 92 percent in 2016 (the first year data on smartphone-only access was collected) and 95 percent in 2019 (pre-pandemic). Of those with access, 93 percent had access through a computer, while 4 percent relied solely on a smartphone. The remaining 3 percent had no internet access at home.

However, access varies across racial/ethnic groups. In 2021, Asian students had the highest percentage of home internet access, while American Indian/Alaska Native students had the lowest. A similar pattern was observed for internet access through a computer.

Parental education also plays a significant role. In 2021, home internet access ranged from 91 percent for those whose parents had less than a high school credential to 99 percent for those whose parents had a bachelor’s or higher degree. The same trend was observed for computer-based internet access.

Family income also correlates with home internet access. In 2021, access was highest for those in the highest income quarter (99 percent) and lowest for those in the lowest quarter (94 percent). Computer-based access showed an even more pronounced disparity, ranging from 98 percent in the highest income quarter to 85 percent in the lowest quarter.

These findings highlight that while overall internet access is high, disparities persist, particularly in access through a computer. When householders were asked about the main reason for not having internet access, the most common answer was that it was too expensive (24 percent).

Computer Use in Schools: Digital Literacy and Training

Recognizing these digital disparities, schools are increasingly offering digital literacy training, especially to English learners and students with IEPs and 504 plans. This suggests a growing awareness of the need to reduce digital inequities and provide targeted support to students who may be at a disadvantage.

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Student Computer Ownership and Preferences

A survey of students using campus computer rooms found that computer ownership is nearly universal, with 95.4% owning laptops and 17.0% owning desktops. Tablet ownership saw a significant increase between 2020 and 2022. Mac ownership has also grown, from 7.2% in Winter 2006 to 41.2% in Winter 2023. The primary reason students use computer rooms appears to be for printing. Google Docs has surpassed Microsoft Office as the most commonly used office suite, and students report needing less printing compared to Winter 2020.

Students use lab computers for various reasons, including access to specialized hardware and software (e.g., Adobe programs), larger screens, and a focused work environment. Some students are instructed to use the computer room for specific labs. Printing options are a key concern, with students desiring more options for different sized posters and paper types.

Student Perceptions and Suggestions

Students have provided feedback on their experiences using campus computer labs. Some suggestions include improving the speed and reliability of Wi-Fi, increasing transparency on printing fees, and promoting available services. Students appreciate the helpfulness of computer technicians and the inviting atmosphere of the labs.

Computer Use for Schoolwork: Time Allocation

The Computer Access and Familiarity Study (CAFS) examines 8th-grade public school students' reported computer use for schoolwork on a weekday. In 2015, about 20 percent reported not using a computer, 29 percent used one for less than 1 hour, 29 percent used one for 1 to 2 hours, 11 percent used one for 2 to 3 hours, and 11 percent used one for more than 3 hours.

Differences were found based on student sex, race/ethnicity, disability status, eligibility for free or reduced-price lunch (FRPL), and school locale among those who reported not using a computer. A higher percentage of males (21 percent) than females (18 percent) reported not using a computer. The percentages were higher for Hispanic (24 percent) and Black students (22 percent) than for White (18 percent) and Asian students (11 percent). Students with disabilities (25 percent) and those eligible for FRPL (24 percent) also reported higher non-use rates. Furthermore, students in rural and city schools (22 percent each) reported higher non-use rates than those in suburban (18 percent) and town schools (17 percent).

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Among students who used a computer for 1 to 2 hours, differences were only found by disability status, with students without disabilities (30 percent) reporting higher usage than students with disabilities (24 percent). Black students (16 percent) reported using a computer for more than 3 hours more often than White and Hispanic students (10 percent each).

The Influence of Computer Factors on Academic Achievement

Research aims to understand the influence of computer-related factors on students' academic achievement. A model proposes that computer attitudes, computer learning environments, computer learning motivations, computer confidence, computer use, computer self-efficacy, loneliness, mothers' education, parents' marital status, and family size all influence academic achievement (AA). A study of 286 students aged 16-18 found that computer use, employment motivations, and mothers' education positively affect AA, while enjoyment attitudes, school environment, interest motivations, and loneliness negatively influence AA.

Computers and Academic Achievement: A Deeper Dive

Countries face constant economic challenges and social transformations due to globalization and technology development. Education helps overcome these challenges by developing knowledge and high skills. Computers and information technology have become key to educational institutions worldwide.

Digital technology provides access to high-quality learning, allowing schools to develop their teaching and learning methods. However, access to computers and the internet is not equal, and some students lack parental support for online learning. Technology has been an invaluable tool, and its impact on students' academic achievement is being considered, including not only internet access but also how students use it. Schools are expected to integrate computers wisely into classroom teaching.

Researchers have tried to identify the variables that contribute to academic excellence. This study identifies the best computer-related determinants to understand AA through a research model that combines computer-related variables to students' grades. It also investigates the moderation effect of family size and computer self-efficacy and the mediation effect of computer use between identified factors and AA.

Attitudes, Perceptions, and Learning Behaviors

Attitudes and perceptions play a pivotal role in learning behaviors. Computer use leads to more computer confidence and positive attitudes towards computers, which influence each other. Computer attitudes refer to students' opinions about stereotypes, educational use, and enjoyment of computers. Positive computer attitudes and computer confidence continue to lead to better outcomes.

Stereotypes associated with computers often relate to gender, suggesting that women have less computer knowledge than men. There is no consensus in the literature regarding the attitudes of enjoyment and educational use of computers. Some researchers found a positive association between students' academic achievement and computer use for interactive social media and video gaming, as well as for educational purposes, while others found that students who play more video games have worse results in school. Using computers with moderate levels of video gaming may improve student achievement because it increases visual-spatial skills when complemented with educational use.

Learning Environments and Motivations

The environment where students learn can affect their attitudes. Students achieve higher grades when they have a computer at home and use it daily for schoolwork, suggesting that home computers improve educational outcomes and computer skills. The integration of computers in the classroom positively influences the interaction between students and increases learning and teaching.

Regarding motivations, interest is the best predictor of academic achievement. When analyzing students' motivations for using computers, studies show that using computers at school and for schoolwork results in higher motivation when studying and positively impacts academic achievement. Students are also motivated by employment and recognize that computer abilities can help them get a good job.

Computer Self-Efficacy and the Pandemic

Hands-on experience with technology is the most important factor in increasing students' confidence and computer self-efficacy. Students with access to a computer are more involved and interested in their classwork.

Due to the coronavirus pandemic, schools were closed, forcing them to adapt and conduct virtual classes using online platforms. Virtual classes can improve students' learning outcomes if all students are self-disciplined. However, self-isolation may affect people's mental health, influencing their behaviors and achievement in academic pursuits.

Socioeconomic Factors and Family Influence

Technology use is linked to additional factors that influence adolescents' academic outcomes, such as family socioeconomic factors (parents' occupation, marital status, education level, and family size) and student socio-emotional factors (relationship with colleagues, student motivation, and anxiety). Family involvement and closeness to younger progeny have positive impacts on their achievements. The psychological status of parents has a powerful association with the family environment and their child's educational attainments.

Research Model and Key Drivers

The research model focuses on computers and their influence on academic achievement. The main factors that influence academic achievement through computer use include computer attitudes, computer use, computer confidence, computer self-efficacy, learning environments, and learning motivations. Loneliness was identified as a relevant construct from the pandemic context.

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