Digital Divide or Digital Provide? Technology, Time Use, and Learning Loss during COVID-19.
COVID-19 school closure has caused a worldwide shift towards technology-aided home schooling. Given widespread poverty in developing countries, this has raised concerns over new forms of learning inequalities. Using nationwide data on primary and secondary school children in slum and rural household...
| Publicado en: | Journal of Development Studies Vol. 58; no. 10; pp. 1934 - 1958 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Oct2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=159267664&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 159267664 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220388 JDS jtl: Journal of Development Studies issn: 00220388 maglogo: N pubinfo: dt: Oct2022 vid: 58 iid: 10 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 159267664 10.1080/00220388.2022.2094253 ppf: 1934 ppct: 24 formats: fmt: – @attributes: type: T db: hlh ui: 159267664 – @attributes: type: P db: hlh ui: 159267664 tig: atl: Digital Divide or Digital Provide? Technology, Time Use, and Learning Loss during COVID-19. aug: au: Asadullah, M. Niaz Bhattacharjee, Anindita affil: Monash University Malaysia, Kuala Lumpur, Malaysia University of Reading, Reading, UK IZA Institute of Labor Economics, Bonn, Germany Save the Children International, Dhaka, Bangladesh su: Bangladesh Home schooling Rural children Time management Digital divide Tutors & tutoring School closings COVID-19 sug: subj: Home schooling Rural children Time management Bangladesh Exam Preparation and Tutoring All other schools and instruction Digital divide Tutors & tutoring School closings COVID-19 keyword: home-based education learning crisis school closure home-based education learning crisis school closure ab: COVID-19 school closure has caused a worldwide shift towards technology-aided home schooling. Given widespread poverty in developing countries, this has raised concerns over new forms of learning inequalities. Using nationwide data on primary and secondary school children in slum and rural households in Bangladesh, we examine how learning time at home during the early months of school closure varies by access to technology at home. Data confirms a significant socio-economic and gender divide in access to TV, smartphone, computer, and internet among rural households. However, the analysis of daily time use data shows only a modest return to a technology in terms of boosting learning time at home. The learning-grade gradient is shallow and insensitive to TV, smartphone, and computer access at home. We also find no evidence that technology access per se helps learning by boosting time spent in online schooling and private supplementary coaching/tutoring. While technology access matters in households where parents act as home tutors, the magnitude of such a complementary effect are not large. The results imply a loss of out-of-school learning time during school closure even in households with technology access. We consider additional hypotheses relating to institutional and socio-economic barriers to home-based learning in developing countries. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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