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This article investigates the complexities influencing students’ access to ICT in order to affect a positive academic outcome The digital divide metaphor (van Dijk, 2002) has re-entered common parlance in the wake of students being required to learn at home (Duffy, 2020;Nash & Eynon, 2020;Thomson, 2020) Exploration of the digital divide through the interrelated domains of capital (Bourdieu, 2002;Ragnedda et al , 2019;Selwyn, 2004) reveals insights into the resultant success or failure of various ICT initiatives Research identifies a positive impact on academic achievement for disadvantaged students afforded ubiquitous access to appropriate digital technology at home over a period of time In contrast, advantaged students who already have access to digital technology at home demonstrate a negligible or even negative impact on academic achievement when provided with additional access to digital technology In the Covid-19 context, access to ICT has been crucial to enabling student participation in learning at home In the wake of that period, continuing remote learning teaching strategies will impact disadvantaged students © 2020, Australian Council for Computers in Education All rights reserved
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