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03266aam a2200445 i 4500 001 083F832E9F4311EBBB7E29A634ECA4DB 003 SILO 005 20210417010108 008 200131t20202020ilua b 001 0 eng 010 $a 2020005373 020 $a 022672669X 020 $a 9780226726694 020 $a 022672655X 020 $a 9780226726557 035 $a (OCoLC)1140371948 040 $a ICU/DLC $b eng $e rda $c DLC $d BDX $d YDX $d OCLCF $d OCLCO $d YDX $d SILO 042 $a pcc 043 $a n-us--- 050 00 $a LB1028.43 $b .R337 2020 082 00 $a 371.33 $2 23 100 1 $a Rafalow, Matthew H., $e author. 245 10 $a Digital divisions : $b how schools create inequality in the tech era / $c Matthew H. Rafalow. 264 1 $a Chicago : $b The University of Chicago Press, $c 2020. 300 $a 210 pages : $b illustrations ; $c 22 cm 504 $a Includes bibliographical references and index. 505 0 $a Similar 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"-- $c Provided by publisher. 650 0 $a Educational technology $z United States $v Case studies. 650 0 $a Digital divide $z United States $v Case studies. 650 0 $a Educational equalization $z United States $v Case studies. 650 7 $a Digital divide. $2 fast $0 (OCoLC)fst00893667 650 7 $a Educational equalization. $2 fast $0 (OCoLC)fst00903418 650 7 $a Educational technology. $2 fast $0 (OCoLC)fst00903623 651 7 $a United States. $2 fast $0 (OCoLC)fst01204155 655 7 $a Case studies. $2 fast $0 (OCoLC)fst01423765 941 $a 3 952 $l PLAX964 $d 20230718100157.0 952 $l OVUX522 $d 20220317023555.0 952 $l UNUX074 $d 20210701010719.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=083F832E9F4311EBBB7E29A634ECA4DBInitiate Another SILO Locator Search