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By Barbara Jean Monroe

As negative, nonwhite groups on ''the different side'' of the electronic divide develop into immersed in digital media, how will we assessment their studies to remodel the instructing of writing and literature and enhance pupil studying? this significant e-book bargains a balanced view of educational know-how and significant multiculturalism, with helpful insights to assist English educators in any respect degrees operating in all kinds of colleges.

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Additional info for Crossing the Digital Divide: Race, Writing, and Technology in the Classroom (Language and Literacy Series)

Example text

With over 250,000 students in the district, the central instructional technology (IT) team was understandably reluctant to set up individual accounts on centralized servers. Ultimately, Locke Carter from the Daedalus Group (one of the project’s sponsors) came up with an ingenious work-around solution: launching Eudora from individually assigned diskettes, which could be passed out when the Detroit students came into the computer classroom and taken up when they left. All the students’ e-mail was stored on these diskettes, unless they deleted messages, either on purpose or by accident.

Insofar as e-mail is seen as conversation, that conceptualization might better explain what kinds of literate behaviors many African American teenagers will bring to bear to this new discursive space. LOCAL CONTEXTS The UM/Detroit project connected 27 tenth-graders in one English class at Detroit High School with 27 writing tutors who were junior and senior undergraduates at the University of Michigan in 1996–97. As a codirector of the tutoring program and the UM/Detroit project, I not only trained and supervised tutors but also made site visits to Detroit High School on a regular basis during 1994–1997.

Thus, at higher income and education levels, whites have more home access than African Americans, and African Americans have more work access than whites. But I want to suggest another way to think about these racial variables in home and work access found in the Vanderbilt study. It would seem that, for African Americans, having work access is enough. Or, put another way, African Americans, even those with work access (the usual way people come to want and buy computers for home use and acquire “felt need” for the Internet) may resist “computer penetration” at home as a matter of cultural bias.

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Crossing the Digital Divide: Race, Writing, and Technology in the Classroom (Language and Literacy Series) by Barbara Jean Monroe

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