## 5 Discussion  
Since 2009 most Norwegian upper secondary schools have provided personal laptops or tablets to each student. The purpose is that teachers and students use ICT as part of lessons and schoolwork, for learning purposes. However, this makes demands on students' knowledge and understanding of privacy, copyright and security. Gaining access to technology does not necessarily give students the competence and ethical awareness needed in order to behave responsibly and correctly online. The purpose of this paper is to gain knowledge of conditions related to students' Internet safety awareness, as an impact of access to technology. Research questions and hypotheses have been formulated to scrutinize factors predicting students' level of Internet safety awareness. Four hypotheses are tested with a multilevel analysis. The results from the multilevel analysis reveal that Model 2 has a better fit compared with the other models. The overall variance decreases significantly when cultural capital, language integration, gender (control variable), academic aspirations and reading proficiency are entered into the regression equation. Overall, the results indicate variation in students' level of Internet safety, and the results from Model 2 show that the data material confirms all four hypotheses. The first two hypotheses address students' social background, measured by cultural capital and language integration, and the analysis shows that cultural capital and language integration have positive impacts on students' level of Internet safety. This finding indicates the presence of social inequality in awareness of Internet safety, and that students' social background plays a role. This result is in line with other studies, which also explain the digital divide among students by their social background, here, language integration and cultural capital. According to findings from the EU kids online project [29,38], social background plays an important role in children's online activities and can explain variation in risk activities. Children with a low SES background are more likely to get into risky situations that may lead to harm than children from families with high SES. Children from homes with little or no access to technology often lack the skills to deal with potentially harmful situations, as a high level of Internet safety comes from the practice and use of technology. Most children in Norway have extensive experience with technology by the time they start school. Nonetheless, as [PERSON] argues [38], there is reason to be concerned about the group of children with little or no access to technology, those who come from a home with low SES. As these children are already lagging far behind their fellow students, and are poorly equipped with skills on how to manage challenges or risky situations, they end up by reinforcing their dispositions [38]. This shows why it is crucial for the school to take an active part in raising students' Internet safety awareness. It is the responsibility of the school to help even out differences in skills and reduce the gap of the digital divide, to ensure all children have the same possibilities and opportunities, regardless of their predispositions. [PERSON] _et al._ (2007) [39] refers to research that reveals parents' expectations for schools to play a central role in developing safe Internet behavior in their children. As to the importance of supervision by parents, they [39] found clear evidence that parents have an impact on the safe Internet behavior of their children. However, as we know, not all students have supporting parents with sufficient knowledge of safe Internet use, so therefore the school plays an even more important role in evening out differences and divides among students. Gender was also part of the analysis of social background used as a control variable in Model 1. There are no gender differences in Internet safety awareness when gender is entered into the equation together with social background.