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It also identifies infrastructure gaps, unequal home access linked to family income and remoteness, and the need for teacher professional development. 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le fossé numérique : l’usage des technologies numériques dans les écoles publiques de l’Ontario  \nBodong Chen, University of Minnesota-Twin Cities  \nAbstract  \nCombining data from a school principal survey with student demographics and achievement data, the present study aimed to develop a much needed understanding of Information and Communications Technology (ICT) use in Ontario’s K-12 public schools. Results indicated equitable first-order access to technology in school, early integration of ICT from the earliest grades, frequent application of ICT in day-to-day teaching, and an enabling effect of ICT on additional access to learning resources and distance learning. However, challenges were also uncovered in building technology infrastructure for a small fraction of schools; ensuring home access for schools with lower family incomes, of smaller size or from remote regions; and providing teachers with professional development for choosing online materials and adopting emerging ICT-enabled teaching practice. Furthermore, this study highlighted the importance of parent involvement in ICT use and the potential beneficial linkage between ICT use and student learning achievement.  \nRésumé  \nCombinant les données d’une enquête auprès des directeurs d’écoles aux données sur lescaractéristiques démographiques et la réussite des élèves, la présente étude visait à développer une compréhension nécessaire de l’utilisation des technologies de l’information et des communications (TIC) dans les écoles publiques ontariennes de la maternelle à la 12e année. Les résultats ont indiqué un accès de premier ordre équitable à la technologie à l’école, une intégration des TIC dès les premières années, l’application fréquente des TIC dans l’enseignement quotidien et un effet habilitant des TIC sur l’accès additionnel à des ressources d’apprentissage et à l’apprentissage à distance. Des défis ont toutefois été mis aujour dans la construction de l’infrastructure technologique pour une petite fraction des écoles, pour assurerl’accès de la maison pour les écoles dont les familles avaient un plus faible revenu, qui étaient de plus petite taille ou dans une région éloignée, et pour fournir aux enseignants de la formation professionnelle pour choisir le matériel en ligne et adopter des pratiques d’enseignements  \npermettant l’usage des TIC émergentes. De plus, cette étude a souligné l’importance de la participation des parents dans l’usage des TIC et le lien potentiellement bénéfique entre l’utilisation des TIC et la réussite de l’apprentissage de l’élève.  \nIntroduction  \nInformation and communications technology (ICT) is playing an increasingly important role in various social sectors in the information age. Individuals are expected to be equipped with crucial digital competencies in order to effectively participate in the economic, political, and social aspects of this new age. Digital literacies—which include information literacy, media literacy, and ICT literacy—have been highlighted as a pillar of“21st century skills” in a number of influential initiatives (Binkley et al., 2012; Trilling, Fadel, & Partnership for 21st Century Skills, 2009), leading educators to credit digital literacies as an independent school subject (Nan, 2001; Tondeur, Van Braak, & Valcke, 2007) . Digital literacies are increasingly being treated asan integral component of teaching and learning in more recent policy documents (e.g., U.S. Department of Education, 2010), reflecting an evolving conceptualization of literacy over the years (Buckingham, 2010). Even more profoundly, the broad and deepening use of ICT among young generations has given rise to a “participatory culture,” which continues to redefine the meaning of digital literacies and motivate active reconsideration of current school curricula in this area (Jenkins, 2006) .  \nWhile using ICT is an important competency for st","cbCaih7slJ4tB6QE","https://ap.wps.com/l/cbCaih7slJ4tB6QE","pdf",845738,23,"English","# Introduction\n# The Digital Divide in Schools\n# Exploring the Digital Divide: The Use of Digital Technologies in Ontario Public Schools","[{\"question\":\"What is the focus of this study on ICT in Ontario K-12 public schools?\",\"answer\":\"The study aims to understand how information and communications technology (ICT) is used in Ontario’s K-12 public schools by combining principal survey data with student demographics and achievement data.\"},{\"question\":\"What positive findings does the study report about ICT use?\",\"answer\":\"The results indicate equitable first-order access, early ICT integration from the earliest grades, frequent application in day-to-day teaching, and an enabling effect on access to learning resources and distance learning.\"},{\"question\":\"What challenges related to ICT implementation are highlighted?\",\"answer\":\"Challenges include building technology infrastructure for a small fraction of schools, ensuring home access for schools with lower-income families or remote regions, and providing teachers with professional development for selecting online materials and adopting emerging ICT-enabled teaching practices.\"}]","Exploring the Digital Divide - The Use of Digital Technologies in Ontario Public Schools | PDF",1792085626,58]