Process Post 3 – Comparing What I’ve Learned So Far
What I Did This Week
This week, I looked into how digital skills, access and socio-economic background together affect online learning. I used two free reports: one from 2001 by OECD on the digital divide, and a newer 2023 OECD briefing note on digital skills and inclusion.
What the Reports Say
- The 2001 OECD report outlines that the digital divide begins with access (who has computers/internet) and is strongly tied to income and education.
- The 2023 OECD briefing note highlights that even when people have access, skills and the ability to use technology effectively still vary a lot — and some people and places are still left behind.
When I compare these with what I read earlier (from the scholarly paper about skills and readiness), I notice a pattern:
- First, people asked: Do you have a computer or internet?
- Then: Can you use that internet in ways that help learning or life-goals?
- And the newest focus: Even if you have access and skills, are you using them in ways that give you strong positive outcomes (like improved grades, better job chances, stronger participation)?
My Thought Process
I made a small table in my notebook:
| Report | Focus | Key point |
|---|---|---|
| OECD 2001 | Access & socio-economics | Income/education predict access |
| OECD 2023 | Skills/usage/inclusion | Access alone isn’t enough; skills matter |
| Earlier paper | Readiness for learning environments | Student skills more than school tech matter |
Writing that helped me see clearly: For my topic — “How do socioeconomic factors shape digital learning experiences?” — the question is not just “Does a student have a device?” but more “Can they use the device in ways that help learning?” and “Does their background (income, home, support) help or hurt their ability to use it well?”
This means my paper will need to cover several layers:
- Access (devices, internet)
- Skills (digital literacy, confidence)
- Environment/support (home space, quiet, guidance, teacher support)
- Outcome (how learning or participation is affected)
Reflection
I feel my understanding of the issue has deepened — I’m no longer thinking just “access = equity”. Instead, I’m thinking: “equity means ability plus opportunity plus support”. My next step will be to start looking for case studies or policies that try to address these layers (skills + support) in real-world settings. I want to find examples of schools or governments doing something about digital skills and access together, and see how successful they are. I’m starting to feel more confident about how my research paper might take shape: introduction of problem (socioeconomic + access + skills), review of research (like the ones I’ve read), then examples of programs/policies, then discussion of what still needs to change.
References
Organisation for Economic Co-operation and Development. (2023). Digital skills and digital inclusion – Briefing note. Retrieved from https://www.oecd.org/content/dam/oecd/en/about/projects/cfe/oecd-city-network-on-jobs-and-skills/Briefing-note-Digital-skills-and-digital-inclusion.pdf
Organisation for Economic Co-operation and Development. (2001). Understanding the digital divide. Retrieved from https://www.oecd.org/content/dam/oecd/en/publications/reports/2001/01/understanding-the-digital-divide_g17a1b56/236405667766.pdf