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This study examines the influence of socioeconomic status (SES) on access to technology-enhanced learning in secondary schools. The results revealed that there existed important differences in technology access according to the SES of the students. Students from higher SES backgrounds are often provided with personal computers, stable internet connectivity, and digital tools, which eventually enrich their educational experiences and outcomes. However, students from low SES families face a variety of barriers, including low accessibility to technology and the least familiarity with digital tools, which get exacerbated under the material constraints of financially poor schools. These inequities pinpoint a strong sense of urgency related to appropriate interventions for closing the digital divide and supporting equity in education—where all learners must have equal opportunities, regardless of their backgrounds, to benefit from learning that has been enhanced by the use of technology. It points toward full approaches with elements ranging from increased access to digital resources and targeted student and teacher support to a culture of digital literacy and inclusion.
Njeri et al. (Fri,) studied this question.