摘要：Abstract Technology adoption for school education further gained momentum during the COVID-19 pandemic. However, the challenges and strategies of children belonging to the less privileged (we use ‘privileged’ in the article to identify those enjoying a standard of living or rights as majority of people in the society) families are different from those of the children who come from socio-economically better-off (privileged) backgrounds. The purpose of this research is to explore the experiences of children with school education and using technology for learning. Past studies have highlighted the use of internet and communication technologies as a promising solution to provide quality school education in the remotest parts of the country. Previous research has also ascertained that the socio-economic status divide has no significant impact on the students’ ability to learn using technology. Children can use technology to learn irrespective of their socio-economic status and background. We conducted this exploratory qualitative study from a constructivist grounded theory perspective. A purposive sample of 14 students (9 from underprivileged and 5 from privileged family backgrounds) in the age group of 6–14 years, was used and unstructured interviews were conducted. We analysed the data using constructivist grounded theory methodology. We found that the experiences of privileged and underprivileged children differed with respect to access to internet, affordability of ICT device, quality teachers, parental support, and financial sponsorship. However, the experiences and perspectives of the children were found to be similar with respect to personal ownership of mobile phone device for unlimited time at own disposal, self-directed learning and having a trusted study advisor. The findings may be useful to policy makers and EdTech firms to build strategies and solutions for effective implementation of universal school education in the country.
