The study concludes that constructing pedagogical connections between home and school ICT practices may begin to bridge the ``digital divide'' and it is hoped that this may help bridge the ''digital divide''.

Abstract

This article examinesinformation and communication technologies(ICTs) practices in the home and schoolsettings of four disadvantaged families. Itreports the findings of a year-long study thatinvestigated the nexus betweencomputer-mediated literacy practices at homeand at school and whether thisinter-connectivity could make a difference inschool success. The findings indicate thatthere was disjunction between home and schooluse. The ``digital divide'' exists for thefamilies of this study, not in terms of accessbut in the gap between ICT practices at homeand school. Schools in this study did notintegrate ICT skills learned and demonstratedin the home environment into ICT practices atschool. The study concludes that constructingpedagogical connections between home and schoolICT practices may begin to bridge the ``digitaldivide''.