Digital Divide Discussion
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Introduction-
The digital divide refers to the disparity of technological access in the U.S. This week, we will explore the way the digital divide affects our communities, schools, and countries. Through the resources provided, we will have the chance to view data and information that communicates this reality. We will also look into what leaders are doing to close the gap and create equal access to technology. Finally, we will ask ourselves to reflect on our duty as educators when it comes to the digital divide.
Instructions-
- Review the resources listed below.
- Post a response to at least one of the following questions:
- The Digital Civil Rights bill would allow equal opportunity for anyone to have access to the internet regardless of a person’s economic or financial status. This will benefit those who are under-resourced by providing access to broadband or mobile networks. From an educator’s standpoint, how would you persuade or gain buy-in from legislatures and politicians to pass this bill?
- The article references visitors in a Seattle library having the ability to check out a hotspot in the same way they would check out a book. What are some changes you think libraries can make to help close the digital divide?
- Socioeconomic status is a huge contributor to the issue discussed in the article. What can educators do to help students from lower socioeconomic statuses not be left behind?
The easiest argument to make for the need to have equal opportunity to the internet is the access to knowledge that is its cornerstone. No matter what a person’s background is, they should always be allowed to have access to the wealth of knowledge (and the ease to access it) that the internet offers, this is especially true for students. Further, this will allow students to have a better knowing of how to use technology which is preparing them for the larger world. On a point that doesn’t involve strict knowledge-gaining, there is also the community aspect the internet offers. Teens especially need to find others like them and be able to communicate with those that don’t make them feel so isolated.
I totally agree with the Digital Civil Rights Bill. Before this I was not fully aware of the disparity between rural and urban and rich and poor in regards to digital access. As the Ted talk points out, it is highly reminiscent of the public education gap that existed before. To draw more political and legislative attention to this bill, I believe that educators must rely on activism. There probably is some national organization that hold this digital divide cause as important so as a teacher I would have to research organizations and find one that I can join and be a part of the cause. Another thing would be to call local and federal representatives to make known this grievance. If I am teaching in a locality where this divide is much more evident and my students are actually affected by it, I would put pressure on administrators to start a plight to the school board. This would require organizing teachers to unite and put more pressure.
to complete their work or simply have an opportunity to engage more with technology. I like how most schools and districts now have initiatives to supply every student with a chromebook, tablet, laptop etc. This 1 to 1 in initiative really helps students become 21st century learners. It is very important that students become comfortable with technology especially since most testing is now on computerse.
It is sad that socio-economic status has the biggest effect on this digital divide. If low-income students don not have adequate access, it does hinder their success and it ends up turning into a vicious cycle. In order to cope with this divide I too would allow students ample amount of computer and internet access at school taking into account that they may not have much access. Schools in low income areas should also have more resources to allow students to borrow tablets or laptops.
3. Post a comment on at least one classmate’s response on NowComment
Resources:
Why I Fight To Close The Digital Divide? | Mignon Clyburn | TEDxCollegePark
From an educators standpoint, how would you persuade or gain buy-in from legislatures and politicians to pass this bill?
Do you think this would be beneficial to students who are at a disadvantage with access at home and how can teachers revise their curriculums to use these technology tools effectively in the classroom so that everyone can benefit?
I think this is one of the biggest hurdles I feel under-resources communities face in regards to education. I think as an educator it is our duty to fight for our students when war able i.e. pushing for improved school resources, ensuring the quick repair of key learning elements when they become inoperable, etc. I think it is also important to make it clear whenever possible how limited resources effect our students and how their achievement can be expanded if given the correct tools.
Hi, Amber,
I think that one way we can help close the digital divide is by ensuring that students receive the tools and technological training they need in the classroom. Many students may not be able to access the internet online, but as educators we can fight for schools to have resources on campus that will help our students learn.
I feel like we’re very limited as teachers in what we’re able to do sadly. So what I was thinking is that maybe there should be a tech-based project that requires multiple trips to the computer lab. While here students can help each other out, use internet resources, or the teacher in order to not just do the project, but also become more acquainted/skilled with tech and the internet.
Articles:
Libraries Evolve to Bridge Digital Divide
https://morgridgeonline.du.edu/blog/libraries-bridge-digital-divide/
I think it is a brilliant idea for libraries to allow hotspots to be “checked out” much the same as a library book. Following the link in the original document, you can read about how the hotspot at the homeless shelter has helped many finish their education and provide an avenue to find employment. Students could benefit from this same availability. If youth centers, and daycares, and church programs could borrow hotspots from the library, they could become hubs for students to utilize and get their homework done. Ideally, the individual library member would be able to borrow hotspots as well.
It is important not only that students can complete the work, but they have the same resources to look up helpful information. In my classroom, we provide a hard copy for any student who does not have internet access. While they can complete the work, they still have a disadvantage in that they cannot look up helpful videos or the notes that are posted by the instructor.
I will say that the statistics in the University of Denver article were a pleasant surprise. There is no doubt that some students are missing out on enriching their education due to lack of internet. But, it was encouraging to see that no single category- based on race, income or age- is below 50% internet subscription in the home. As technology continues to invade our society I think that number will continue to grow and that programs such as those in Seattle are great for bridging the gaps in the meantime. As educators I think that we must be influential and insistent in our local communities for such programs to gain footing.
Hi Dwayne,
I think the library hot spot idea is a cool concept. I have read that the future actually holds something cool: all cities will have their own hotspots, so if you are in a city you will have free access to the internet. I know that multiple companies are selling the technology for this right now, and that some U.S. cities have already purchased it. Of course this stirs a lot of questions about rural areas?
I love the idea of having a hotspot available for check out! I also love the idea of having a hard copy available for people without internet. Using the internet is more engaging, but having the option to still participate with a paper copy makes information accessible to everyone. Teachers should communicate with parents to ensure they are providing the student with the proper materials they need to succeed because with my students I know they are embarrassed to say they do not have internet at home.
Considering that socioeconomic status is a huge contributor to the digital divide, I don’t think a student”s access to the tools needed to succeed will change in most cases just because a teacher expresses to a parent that the tools are necessary.
So, I think Taylor was more saying that the communication with parents is necessary to ensure that the teacher is providing the materials the student needs. If a students is embarrassed that they do not have internet, they may not be honest about their situation. But, if the teacher and parent communicate well, the teacher knows to provide either a paper copy or additional classroom time for the students to get things done. A student may get caught up in what they perceive to be social ramifications for not having what they need while a parent (hopefully) is determined to get their child whatever resources they can, embarrassment or not.
Meagan, I am glad you brought up the topic of students being “embarrassed” about not having internet, etc. I think this is a huge issue when it comes to technology. Teachers must leave behind assumptions about what students do or do not have when it comes to technology. Although they may have the students’ best interests in mind, access to technology is an issue of equality and all students need to have access to the same materials.
Yes, students could benefit from public library access. Unfortunately, as technology grows, our public libraries have been left behind. I grew up in the 80s when home encyclopedia collections and libraries were my only source of research. Instead of under funding public libraries, they could add computer labs that are monitored by lab assistants who could also help students with research and studies. The hot spot is a great idea! wow! tats an idea that could work for all students, especially if the hot spots limit usage to access to different online libraries and school servers where students can find their lessons.
“In my classroom, we provide a hard copy for any student who does not have internet access. While they can complete the work, they still have a disadvantage in that they cannot look up helpful videos or the notes that are posted by the instructor.”
My classroom also provides a hard copy for students without internet access at home. And I thought this would be the perfect solution to digital divide. However, what you said about not having the internet at home is not only disadvantaging their access to homework but also to their lesson materials really shocked me because I never thought about it that way. I simply thought providing a hard copy would solve the problem. Now that I think of it this way, I absolutely love the idea of checking out a hotspot. In this fast-growing 21st century, it seems like technology is a must, not a choice.
I love the idea of allow hotspot to be “checked out”! Being that a cross-section of our population is aware of the challenges of the digital divide, I believe it will take a collaborative effort and creative thinking to work at closing the gap. I applaud the Seattle Library System for recognizing how their existence, and traditional role in society, uniquely positions them to impact change.
As the article mentioned, this is a two-prong issue: access and skills gap. I believe it is essential to address both issues if we truly want progress. Providing hotspots for check out provides access and localized training (tailored to the impacted audience) could address the issue of skills gap. The library system can serve as the hub for such training but I believe it would have to move beyond library walls to be most effective.
Perhaps community groups, corporate representatives, non-profit leaders, politicians, concerned citizens, etc. can work together to establish schedules of training throughout the community. These events can be conducted at community centers, senior living communities, churches, YMCA/YWCA/Boys & Girls Clubs, and senior centers. I think partnering with community and social organizations would be key in spreading the word, identifying appropriate venues to reach significant numbers of people in need of training, and conducting the training.
I believe it would be great to certify and utilize students as facilitators for some of these training sessions. This would give them the opportunity to develop skills (communication, presentation, leadership, etc.) while providing the perspective and competence of the generation born into the technology age. This could also provide the opportunity for cross-generational, community-based learning. In this age of technology, the more we build computer literacy and capacity, the better off we are as a society.
The Coca-Cola Valued Youth Program allows troubled students to become tutors by teaching their peers and teachers about technology to close the digital divide gap. This article supports your suggestion about how people can share information to learn from each other and solve this issue. Here is the link to the article: https://www.idra.org/resource-center/coca-cola-valued-youth-program-addressing-the-digital-divide/
I liked that this article provided some proactive ideas to address the obvious digital divide in many households across the United States. As technology continues to progress, it is necessary for public institutions such as, libraries and schools to offer their communities not only access to new technologies but also services to support the use of these technologies. If not, people who do not have the knowledge and skills to use these technologies will be left behind and struggle to survive in our progressive world. Providing hotspots that can be checked out like a book allows people that have access to devices to connect to the internet and gain access to resources that can assist them in learning new skills and knowledge. In addition, hotspots all their users mobility; so, people can access the internet anywhere. If libraries and schools can continue to provide access to technological resources and services that aren’t limited by finances and location, I think it would increase the number of technology literate people in a community. In order for this to be successful, these libraries and schools must make their opportunities and services known in their communities and develop incentives to encourage people in the community to support them.
I agree that access to technology should not be limited by socioeconomic status and location. Not only do more people need access to technology they also need resources that can teach them to use the technology in effective ways. I think the library can be a big help in this area and perhaps. I can only help to wonder if this can be a way to stop the decline of a resource that has played a very large part in so many of our lives.
“One in Five Teens Can’t Finish their Homework because of the Digital Divide”
I teach at a title one school, and when asked, all of my students will say they have access to the internet. This story changed when I gave all my students a Google Form and asked this question. Around 20% of my students did not access to internet on a regular basis. Many of my middle school students have phones and can access internet there, but more the majority this is their only way to access the internet. I do not give any digital homework to my students but they are aware of the teacher blog where they can view videos from class or additional resources to help them with additional support.
To help students not get left behind, educators should not assign mandatory assignments through the internet unless time is given in class to complete the assignment. If necessary for digital assignments, teachers should make parents aware and have the option for students to come in early, or stay late to work on the assignment. Many students in low-income families do have not have rides to come early or stay late, so allowing students to go to the school library when they finish work early would be a good way to allow these students access to internet.
I am also an educator, and it can be helpful to be able to assign homework on the internet. But I also agree with you that you have to check to make sure that all students have access to the internet on a regular and at home basis. And when students don’t have access we should create paper or alternate assignments. But sometimes that can also get tricky. If you are grading papers but they aren’t all in one location it can become more difficult to get things back to students on time. Do you think there are alternative ways to assign or incorporate online assignments that wouldn’t exclude some students? Or are there other things that teachers can do to make things easier for students who don’t have at home internet access?
Great points, Taylor! My student teaching experience was at a Title I school that provided laptops to each student. As mentioned by others, sometimes there’s no Internet access at home and/or no one with the knowledge to assist if there’s a (minor) issue with the laptop; so it almost makes the assignment of the laptop useless. I say useless because the students were much more prone to use their cell phones in class (with the teacher’s permission) to complete assignments and then they had limited (at best) access at home.
This was a high school so this may not be as applicable in other situations; but, several of the teachers utilized online programs to attempt to address this issue. They would make technology-based assignments with sufficient lead-time for the student’s to figure out how to secure Internet access to complete the assignments. Many technology-based assignments were done in class, with homework assignments due immediately done on paper (these were kept to a minimum because of the headaches in coordinating, grading, etc.). Other assignments with due dates beyond the next class period (most within one week) were issued two-to-three weeks ahead of time. This way the student/parents could figure out how to secure Internet access (public library, come to school early, stay late, etc.) and still submit the assignments on time.
The teachers used “Remind.com” to prompt students with reminders about the upcoming due dates for assignments.
I also like the practice of allowing students to go to the school library to work on assignments if they have finished their in-class commitments early.
I lived in a community like this growing up. In the early 2000’s the internet was pretty widely available but in my area the citizens simply didn’t have the money to keep the internet on in their home. The weight on these families were added when the local libraries began closing and surrounding areas limited how, when and who could use their services from outside of the community. I was lucky enough to have a parent who managed to keep this vital educational tool available in our house because ten years later the differences in the lives of those who had the internet at home and those who didn’t is extremely clear. Simply put as the digital decide grows more students lose access to a better life.
I really like your idea about surveying students to get a true picture of their needs. It’s so easy to assume every student has access to internet because so many students have mobile devices. But having a cell phone, tablet, or computer does not mean they have service. So I appreciated the insight that was shared. It’s crazy to think as teachers, we strive to provide our students with opportunities to learn to use technology because it’s vital to their future, but there are so many limitations and obstacles preventing those experiences.
ng factor in whether a child succeeds. School ought to be the great equalizer.
I agree with your point about socioeconomic status and success. Its hard to imagine a child succeeding in school today with limited to no broadband access. Some households that do have internet access are still limited to mobile device internet access.
Simone, I agree that teachers are already asked to do so much already. Teachers have so much to consider when creating assignments, etc. Now they must consider what access to technology their students have and what is appropriate to expect. Ideally, teachers can act as advocates for their students to administrators and district leaders who may be able to provide funds for technology, grants, and other materials.
In my classroom, I often post homework online and give out online-based assignments (such as Study Island, Quizizz, etc.). Sometime in the beginning of this semester my mentor printed a few hard copies of homework and I asked why. She said it’s for those that don’t have access to the internet at home. This actually really surprised me because I had never thought about this issue before. I simply assumed that everyone had access to the internet at home. From this experience and the resources I read for this assignment, I can clearly see that the issue of digital divide is prevalent. To help students from lower socioeconomic statuses not be left behind, it is best to pass the Digital Civil Right bill. However since this can’t be done in a few days, I believe one thing we as educators can do is to provide an offline-format of an assignment along with the online version. Like I said, we can prepare a hard copy or allow students to take a picture of the teacher’s copy of homework.
r. I like that your mentor gave the students who didn’t have internet resources, copies, or similar activities to complete at home.
This will not only provide who has access but also gain buy-in from the parents about the contingency plan from the teacher about how they plan to work around the issue for online assignments.
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