Access is key to tech success

I saw a report on technology use in elementary and middle schools that showed access was a roadblock to the successful use of technology in the classroom in terms of race. Writing for the Mid-Atlantic Equity Center, Ray Yau's "Technology in K-12 Public Schools: What Are the Equity Issues" showed that African-American and Latino populations were lagging behind other races (Asian and White in particular) in terms of using classroom computers to help them succeed in grade-related activities.
African-American and Latino fourth graders were using computers at school more than Asians or Whites. African-American and Latino students were succeeding in drill and practice computer applications, too. However, when it came using school computers for simulations and applications, which exercise "Higher-order thinking skills and correlate with higher achievement," according to Yau, African-American and Latinos fell behind. Where 43 percent of
Asian students and 31 percent of White students were primarily using simulations and applications as their primary use of school computers, Latino use for the same purposes was at 25 percent and African Americans at 14 percent. Yau used data compiled from a study by H. Wenglinsky, called "Does It Compute? The Relationship Between Educational Technology and Student Achievement in Mathematics." The study was done 10 years ago but it raised questions that are still relevent today. Socioeconomics remain a huge disparity between races.
The study showed that White households are more than twice as likely (40.8%) to own a computer than Black (19.3%) or Latino (19.4%) households. And even at income levels greater than $75,000, Whites are more likely to have PCs (76.3%) than are Blacks (64%). The rates for internet access are nearly three times as high for Whites (76.3%) as for Blacks (7.7%) or Latinos (8.7%).
So why are African Americans or Latinos using computers at school more often? Because fewer of them have computers at home - let alone Internet access. But the bigger issue raised in the research was not answered: Why Asians and Whites were having more success with simulation and application. Since it has nothing to do with ability or potential, the answer must have more to do with socioeconomics, which ties into access. Basically, if you're poor, you will have less access to computers - not to mention fine restaurants, fancy cars and mansions.
Another factor could be related to family values: Is education valued in a particular culture? Not sure. That would be research worth reading.