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Digital Inequalities in Elementary and High School Students - Age and Socioeconomic Level","","The article examines how students’ age and socioeconomic level relate to their digital uses in Quebec. A quantitative study surveyed 401 elementary and high school students. Independent variables included two age-related measures (actual age and education level) and two socioeconomic indicators (school poverty index and parents’ employment status). The dependent variable captured the weekly number of technologies used. 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Digital Inequalities in Elementary and High School Students According to Age and Socioeconomic Level  \nUne génération connectée? Inégalités numériques chez les élèves duprimaire et du secondaire selon l’âge et le milieu socioéconomique  \nSimon Collin, University of Quebec in Montreal Thierry Karsenti, University of Montreal  \nAlexis Ndimubandi, University of Quebec in Montreal Hamid Saffari, University of Quebec in Montreal  \nAbstract  \nThe objective of this article was to better understand the relationship between students’age and socioeconomic level, and its influence on students’ digital uses. We conducted a quantitative study of 401 elementary and high school students in Quebec. Four independent variables were initially selected: two related to age (actual age and education level) and two others related to the socioeconomic environment (school poverty index and parents’ employment status) . The dependent variable that represented students’ digital uses was the number of different technologies they used weekly. We conducted correlation tests followed by a linear regression analysis. Socioeconomic level appears to have a stronger influence on students’digital uses compared to age, and explanations for this are proposed.  \nRésumé  \nL'objectif de cet article est de mieux comprendre la relation entre l’âge et le milieu socioéconomique des élèves dans leurs usages numériques. Nous avons mené une étude quantitative auprès de 401 élèves du primaire et du secondaire dans la région de Montréal. Quatre variables indépendantes ont été sélectionnées initialement, dont les deux premières renvoient à l'âge (l'âge et l'ordre d'enseignement) alors que les deux dernières renseignent sur le milieu socioéconomique (l'indice de défavorisation des écoles et la situation d'emploi des parents d'élèves). La variable dépendante permettant de rendre compte des usages numériques des élèves était le nombre de technologies qu'ils utilisent sur une base hebdomadaire. Nous avons procédé à une régression linéaire précédée de tests de corrélation. Il en ressort que le niveau socioéconomique semble influencer davantage les usages numériques des élèves que l'âge pour plusieurs raisons explorées dans cette recherche.  \nIntroduction  \nIn recent years, the idea of new student generations, which has widely pervaded the education field through concepts such as “digital natives”(Prensky, 2001a; 2001b), has been strongly questioned. The argument surrounding new student generations challenges the assumption that these students have comprehensive and homogenous digital uses and skills, thus creating a break with previous generations (Jones, Ramanau, Cross, & Healing, 2010) . This conception has led to overvaluation of the age variable in determinations of students’ digital uses. Based on empirical results, numerous studies have qualified the idea of new student generations by proposing two main arguments: first, these generations would not be consistent in their digital uses (e.g., Jones et al., 2010); and second, age would be only one of many variables that influence students’ digital uses (e.g., Hargittai, 2010) . On this second point, socioeconomic variables have been widely recognized as influential (Gire & Granjon, 2012) . Yet the relationship between age and social origin, and their respective weight in determining students’digital uses has been relatively unexplored, particularly in Francophone Canada.  \nIn this context, the objective of this article was to better understand the relationship between age and socioeconomic level and how it affects digital uses by Quebec students. We begin by recalling the arguments and evidence in support of the idea of new student generations as well as those that qualify them. This is followed by a description of the methodology used and the presentation of the results.  \nContext  \nNew Student Generations?  \nGamer generation (Carstens & Beck, 2005), neomillennial learners (Dede, 2005), instant-message g","cbCaieSEm5HVVV1r","https://ap.wps.com/l/cbCaieSEm5HVVV1r","pdf",842490,17,"English","# Abstract\n# Introduction\n# Context\n## New Student Generations?","[{\"question\":\"What is the main objective of the article?\",\"answer\":\"To clarify the relationship between students’ age and socioeconomic level and how each influences their digital uses.\"},{\"question\":\"How was digital use measured in the study?\",\"answer\":\"By the number of different technologies students used on a weekly basis.\"},{\"question\":\"Which factor shows a stronger influence on students’ digital uses?\",\"answer\":\"Socioeconomic level, which appears to influence digital uses more strongly than age.\"}]","A Connected Generation? Digital Inequalities in Elementary and High School Students - Age and Socioeconomic Level | PDF",43]