Communications of the ACM
The productivity paradox of information technology
Communications of the ACM
Computer training for staff and patrons: a comprehensive academic model
Computers in Libraries
The effect of using a home computer on students' educational use of IT
Computers & Education
A new environment for education? The computer in the home
Computers & Education - VIRTUALITY IN EDUCATION selected contributions from the CAL 99 symposium
ICIS '00 Proceedings of the twenty first international conference on Information systems
Children's enjoyment and perception of computer use in the home and the school
Computers & Education
Learner outcomes in an asynchronous distance education environment
International Journal of Human-Computer Studies
A Comparative Study of Distributed Learning Environments on Learning Outcomes
Information Systems Research
Communications of the ACM - E-services: a cornucopia of digital offerings ushers in the next Net-based evolution
HICSS '06 Proceedings of the 39th Annual Hawaii International Conference on System Sciences - Volume 08
Research Note---Social Interactions and the “Digital Divide”: Explaining Variations in Internet Use
Information Systems Research
Does information technology provide banks with profit?
Information and Management
Benchmarking the IT productivity paradox: Recent evidence from the manufacturing sector
Mathematical and Computer Modelling: An International Journal
Impact of network effects and diffusion channels on home computer adoption
Decision Support Systems
Analysis of fixed broadband access and use in Thailand: Drivers and barriers
Telecommunications Policy
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The digital divide has loomed as a public policy issue for over a decade. Yet, a theoretical account for the effects of the digital divide is currently lacking. This study examines three levels of the digital divide. The digital access divide (the first-level digital divide) is the inequality of access to information technology (IT) in homes and schools. The digital capability divide (the second-level digital divide) is the inequality of the capability to exploit IT arising from the first-level digital divide and other contextual factors. The digital outcome divide (the third-level digital divide) is the inequality of outcomes (e.g., learning and productivity) of exploiting IT arising from the second-level digital divide and other contextual factors. Drawing on social cognitive theory and computer self-efficacy literature, we developed a model to show how the digital access divide affects the digital capability divide and the digital outcome divide among students. The digital access divide focuses on computer ownership and usage in homes and schools. The digital capability divide and the digital outcome divide focus on computer self-efficacy and learning outcomes, respectively. This model was tested using data collected from over 4,000 students in Singapore. The results generate insights into the relationships among the three levels of the digital divide and provide a theoretical account for the effects of the digital divide. While school computing environments help to increase computer self-efficacy for all students, these factors do not eliminate knowledge the gap between students with and without home computers. Implications for theory and practice are discussed.