Introduction

Abstract

The use of computer technologies and Internet has increased in the past decades. The number of individuals buying computer machines for professional and personal use is growing. For instance, according to a past report from the US Census Bureau, the number of households who acquired computer machines increased approximately from 8 to 62 % within the years of 1984–2003. Moreover, the number of households who had Internet access increased approximately from 18 to 55 % within the years of 1997–2003 (Day, Janus, & Davis, 2005). Even though this information indicates the adoption of computer and web-based technologies is increasing among households in the USA, there are still individuals who do not have means to acquire or to access these technologies on a daily basis. In this case, the role of educational environments is crucial to provide access to computer and Internet as well as to overcome the digital divide in the country (DeBell & Chapman, 2006). Indeed, school environments can be sites where students can develop academically and technologically if equal access to both kinds of information is guaranteed.