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Digital equity in cultural context: exploring the influence of Confucian heritage culture on Hong Kong families

Authors
  • Yuen, Allan H. K.1
  • Park, Jae Hyung2
  • Chen, Lu3
  • Cheng, Miaoting3
  • 1 Centre for Information Technology in Education, The University of Hong Kong, Faculty of Education, Pokfulam Road, Hong Kong , Pokfulam Road (Hong Kong SAR China)
  • 2 The Education University of Hong Kong, Department of International Education and Lifelong Learning, Tai Po, New Territories, Hong Kong , Tai Po (Hong Kong SAR China)
  • 3 The University of Hong Kong, Faculty of Education, Pokfulam Road, Hong Kong , Pokfulam Road (Hong Kong SAR China)
Type
Published Article
Journal
Educational Technology Research and Development
Publisher
Springer US
Publication Date
Feb 15, 2017
Volume
65
Issue
2
Pages
481–501
Identifiers
DOI: 10.1007/s11423-017-9515-4
Source
Springer Nature
Keywords
License
Yellow

Abstract

Our study examines digital equity in a cultural context. Many studies have used classic analytical variables such as socioeconomic status and gender to investigate the problem of unequal access to, and more recently differences in the use of, information and communication technology (ICT). The few studies that have explored cultural variables have usually focused on theory or considered culture as a background dimension. Our study’s central thesis is that cultural context plays a crucial role in shaping parents’ ICT-related child-rearing practices. In a case study of 22 Chinese students who share the Confucian heritage of Hong Kong, we demonstrate the importance of cultural dimensions of students’ ICT use, and examine how cultural values are associated with digital equity. Our findings reveal that Confucian values influence aspects of family/social relationships, in particular whether students receive adequate and appropriate ICT resources and use ICT effectively, which are essential aspects of digital equity.

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