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Digitale Spaltungen: Wie Schulen Ungleichheit im Tech-Zeitalter schaffen von Matthew H. R

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Yet, teachers, as Matthew H. Rafalow reveals in Digital Divisions, interpret these technological skills very differently based on the race and class of their student body. Rafalow finds in his study of three California middle schools that students of all backgrounds use digital technology with sophistication and creativity, but only the teachers in the school serving predominantly White, affluent students help translate the digital skills students develop through their digital play into educational capital.

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