The Digital Divide Within: Creating a Level Playing Field for All Students
By Chris O’Neal
6/7/07
This is a follow-up post to “1-2-3 -- Red Light!: Let's Give the Use of Technology in Classrooms the Green Light Instead.” There's still a lot of talk about the digital divide in this country. I've seen it firsthand as I've worked with schools and school districts around the country on technology-leadership issues; some student populations do lots of online and computer work at home, but other schools serve students who don't have computers and Internet access at home, so the choices for after-school technology work are limited.
As stated in CNN’s Virtual Villages initiative, "Technology has become the driving force of change in the modern world. It has altered our economic structures and the ways we communicate. Technology -- even in small amounts -- is helping communities overcome convention and tradition to take leaps forward."
Clearly, leveling the playing field outside school is a huge task. When it comes to technology, many districts and schools are working hard to address this issue through after-school programs, laptop initiatives, even youth-oriented computer-loan programs. Bonnie Bracey Sutton's post, “Digital Equity: Working Together For a Solution,” points out some great resources as well.
But one thing I've noticed that still strikes me as just as critical is the digital divide within school buildings. Here's a topic on which I'd love to get readers' feedback: I believe most schools and classrooms are inching closer to adequate ratios of computers to students. I visit schools all over the country, and in the last few years, I have seen more and more computers in schools. I've also seen increases in other technologies -- projectors, interactive whiteboards, personal-response systems, and so on. We're not where we want to be, of course, but the stuff is becoming more prevalent.
The disturbing thing I see, though, is that even in many technology-rich schools, there are still strands of students who barely access the technology in meaningful ways. Here's an example: I've observed a few classrooms very closely the last few years, and I have watched certain students at the computer a lot more than others: The students who finish their "real work" early, or the really well-behaved students, get to the computers much more often.
Some teachers still see time at the computer as an add-on to use when what they see as legitimate classwork is done, while other teachers in the same building integrate it daily. I can see the students in those classrooms becoming very media and tech savvy, engaging in learning that extends far beyond the traditional standardized set of content.
So, hypothetically, two similar students in the same school could progress through several grade levels together, yet each could receive drastically different exposure to technology use during their school careers -- in some cases, just by random teacher placement: One student happens to get teachers who aren't big technology users several years in a row, while others get someone who integrates it seamlessly.
I feel lucky because my daughter has been in technology-savvy classrooms, and (through my wife's good genes, not mine) behaves well, finishes her work early, and uses technology frequently. But I've seen other students in schools who don't fit that description and aren't involved nearly as much. I wonder, as these students progress, how uneven the playing field will be for them.
Now that the school year is winding down, I believe I've seen some students make it through one more year without a lot of exposure to technology. As my daughter and her peers prepare to enter middle school, I wonder whether, because of their technology skill and savviness, they're starting on level playing fields.
Some kids are getting a double whammy -- no technology at home and little at school. How do we address this version of the digital divide, inequity of access within a school -- either because some teachers still aren't using technology much, or because some still use it in a way that might prevent certain students from having much direct exposure?
Please respond with your ideas and comments.
Digital Divide
Submitted by Tom Powers (not verified) on October 3, 2007 - 06:45.
Chris,
This is a very important topic. There has always been a gap between students learning due to many external factors that is out of our control. But the digital divide even at the building level can widen the gap of student learning. I agree with you about the Double Whammy! The sad thing is we have the ability (in most cases) to change it. We are very fortunate in my district to have the funds for technology. We have laptop carts, 3 computer labs, 4 mobile teacher laptops with infocus machines, and 4 computers per room in the Middle School. But our biggest challenge is getting the students and teachers to use it in the right way. Thanks for the posting.
Digital Divide Within
Submitted by Tammy (not verified) on September 25, 2007 - 17:35.
Hello all,
I am a “new blogger”. I was quite intrigued with this topic. The digital equity gap is becoming quite a concern. I have also seen first hand the inequalities not only within our country, but within my own school system. The majority of the student population I currently work with does not have the technology access at home. Therefore, it is up to the teachers to provide that experience within the school day. Although our school is equipped with a few computers in the classroom and a computer lab, there are still many teachers that refuse to venture into the “unknown”. It is frustrating to know that it is our jobs as teachers to prepare the children for a professional world. I believe in this technology rampant society that teaching the basic computer skills and applying those skills to the curriculum is a necessary foundation. Teachers who are not willing to put forth the effort to do so are clearly, in my opinion, not doing their jobs. It obviously will have to become part of the state curriculum before many teachers will take it seriously. I am also aware that many teachers are intimidated at the thought of implementing technology when they themselves are not tech savvy. This being said, professional development and training are necessary to provide these teachers with the continuing education and confidence they need. We, as a society, are very behind in education. NCLB has held many teachers accountable, yet it is still “leaving children behind” (I won’t get started here), but as I stated before, many teachers will need the extra incentive of computer education becoming a part of the state curriculum before they will implement it into their classroom.
In addition, our school system is growing rapidly. Basically new schools are being built every couple of years. Where I see the inequality is when these new schools are built, the amount of money spent on new technology for that school is incredible. An old school may have a ratio of 5 computers to 25 students (which half the time do not work) while the new school is equipped with a laptop for each student. Another new school was built that came equipped with flat screen televisions, computer projectors, and wireless computers in the classroom and computer lab. I am aware that it is important to update the equipment and build new schools, but I think it is more important that the technology resources are provided within a school system equally. Quite frankly, I feel discriminated against because our school is older and our clientele is not economically advanced.
agreement
Submitted by KY teacher (not verified) on September 29, 2007 - 18:25.
I agree with Tammy. As a teacher who has been in different school systems, seeing the inequallity in the schools itself. Giving the student the access in school is one way to meet the equality issues, but outside of school the students come from all differing areas of technology knowledge. Having some students who always have the newest gadget, to those who have never seen in person any form of technology outside the classroom.
How do we fix the gap between the ends of the spectrum in technology experiences? Especially when you work in a small rural school district that gets limited funding, and the community doesnt have the support to provide additional technology itself?
I have a hard time with technology implementation in my classroom due to these issues. I would love any feedback on ways to incorporate more technology.Thank you!
Digital Divide
Submitted by Tammy (not verified) on September 30, 2007 - 13:12.
There are a few things I did. 1. I purchased my own computer projector. I went online and found the cheapest, yet effective, deal at the time. I ended up being able to deduct some of the cost on my taxes. This way I can hook up my computer and the students can experience more than just a few hours in the computer lab. We hook it up nearly every day. I will say that because I purchased it myself, I do not share it with other teachers. I just couldn't afford to replace it. The other thing I do is write grants every year. Sometimes they get awarded, sometimes they don't. I have ventured out to searching the web for grants outside our school system. Good Luck and go for it. The worst they can say is no.
tanks for te insight
Submitted by KY teacher (not verified) on September 30, 2007 - 14:58.
Tammy-
Thank you for the ideas. I will look into writing grants. I am unsure of myself in writing grants, but with some collaberation with fellow teachers who do. I may be lucky!
I appreciate the ideas.
Digital Divide
Submitted by John (not verified) on August 7, 2007 - 15:39.
In reading this post and the replies I felt not only inspired but also compelled to respond. I am just getting into blogging (http://randrmlt.blogspot.com/) and hope to glean some feedback on endeavors I am undertaking as a humble technology instructor and leader. After teaching for 7 years and in the field of technology for the past 6 years I agree with what is said here. I work with middle school students in a subject area that is scene on the same level as other important subject areas like art, pe, music, shop. I see student pulled out of my class for one of two reasons one to go into music (band/choir) or for remediation in math or reading. To a certain extent I agree that my class is an elective and if students need more help in a area they must give up an elective but I also feel that there should be equity in that students should be pulled from music as and PE as well as my class. However when this issue is brought up I am told that "Students are coming to us with technology skills already". Hearing this infuriates me to no end.
I see "tech savvy" students who don't know what a file path is, how to find things on the net other than pictures, who don't know how to ask for help using either the help feature or on a discussion board (are those not for talking with your friends?). Students more than ever need to know technology basics as well as how to download music and surf myspace. I think we as teachers too often feel that because students are comfortable with technology (in what ever form) they have mastered it. I agree that some have but I feel that the majority know just enough to be dangerous.
I also agree whole heartedly with the idea that if we are to over come the digital divide in the classroom teachers need training. I hear that battle cry on a daily basis from my staff. They would use technology more if only they were trained on how to use it. However the catch 22 is that they want training when it is convenient for them, such as during the day but don't take their planning or time away from students. I agree with the individual who mentioned that training in technology should be mandated for teachers but not at a staff meeting. It needs to be small group with a targeted focus or common project. In my building we developed a mentoring style training for our new SharePoint portal. Each department head went through a half day of training and then went back to their individual departments and lead their colleagues through the same training. After wards discussion was held to talk about future topics, modifications to the SharePoint site, and feedback on the training model. Feedback on the portal side was mixed but anecdotally the training model was a hit.
This year we are continuing the mentoring model as we get set to deploy MS Office 07 in our district. I am proposing we train our district building technology leaders on how to use an online training site and then have them facilitate it's use at a building level. They would then act as mentors in their building when staff had questions. I talk a little more about this in my blog (http://randrmlt.blogspot.com/) and would appreciate comments and feedback from those of you in the trenches of designing and implementing professional development.
The Digital Divide Within
Submitted by Chris O'Neal (not verified) on June 30, 2007 - 17:52.
Great thoughts, friends. I do agree it's a timely process, and one that involves a commitment and willingness to move outside one's comfort zone. I do think, however, that it's a responsibility we all have, as professionals, to keep updating ourselves, just as doctors must learn new technological techniques, so do we.
In addition, I think as we've all learned more about technology in the last 10 or so years, making sure the technology experiences we provide for students are higher-order in nature, as opposed to lab drill and kill, is a requirement of a classroom in 2007. Gone are the days of using computers as low-level babysitters, when they are so much more powerful than that.
As Bea pointed out, professional development and as much one-on-one consultation as possible, is a huge help. As a teacher, knowing that a colleague can pair up and address a trying task is a huge relief.
A post I'll make soon will take one of these issues into account - relying on the students for the technical side of things, thus freeing us up to focus more on the integration.
digital equity
Submitted by kooikjam619 (not verified) on June 26, 2007 - 10:26.
Chris, you raise an important issue for educators to address. As an instructional paraprofessional, I have the privilege in working with many different classrooms with some teachers who are tech-savvy and enjoy integrating computer technology and others who are not as familiar or comfortable with it. Student placement can be a random process, and does significantly impact their preparedness for the future. We do need to continue working to level the playing field. Along with purchasing sufficient hardware and software, school districts need to require teachers to attend technology training with release time in order to do so. I think most teachers with whom I work want to integrate technology into their classrooms, but the daily demands of teaching and life itself, make it seem overwhelming. I’m experiencing a huge learning curve, personally, with a course on curricular integration of technology. I finally decided I had to do it and enter the web age. There is an investment of time, energy and finances required in order to become technology literate. Even at that, it is difficult to keep up as fast as things change. Many young people are growing up with constant flux as the status quo. They don't realize the magnitude of what is happening in the web world and other fields of technology. By default, many students are more tech-savvy than their teachers. However, for those students who do not have digital equity, for whatever reason, the road ahead will be fraught with frustration.
Educational program for children
Submitted by Patty Liston (not verified) on June 15, 2007 - 09:37.
Chris:
I have been reading your articles and felt impressed to try to contact you. I am program director for an NGO that has developed a web-site for children. The site teaches internet safety, development of talents/hobbies and educational experience, and finally the importance of service. Our mantra is that the internet should not be a child's life, but should enhance their life. To this end we educate on-line with off-line activities built in--all for points and prizes. We are beta-testing with a national launch planned in D.C. in the fall. Response has been outstanding from children, parents and educators. Our feeling is that if a child is going to be on-line, they can learn and have fun at the same time.
Our site is : www.wiggiworld.com
Not everything is open but you can get an idea of where we are heading. Would love to speak with you for some feed-back.
I know how busy you must be so thank you for your attention.
Regards,
Patty Liston
Program Director
Children's Way+
Digital Divide
Submitted by Rhonda (not verified) on June 14, 2007 - 23:21.
The issue of the digital divide in terms of home access may have to be addressed in the same way as free lunches, through a program that provides for students unable to provide for themselves. The $100 laptop program being used in underdeveloped countries may be an answer, but the computers would also have to be compatible with assistive technology such as touch windows, scanning and Intellikeys so that ALL students have access. This is probably not an issue in the the underdeveloped countries but special education parents are not going to tolerate their children not having access if the others do. A GPS type system must also be installed in the computers so they can be found if lost, sold, or stolen.
The issue of the digital divide in classrooms will require, first, a change in perception of the role of technology. Many teachers regard computer time as an add-on secondary to a pencil and a worksheet. When kids go to the computer lab, the teacher gets a planning period. Technology time is like art, music and PE, a supplement or enrichment. Just before Katrina I worked in a school that had a lab full of brand new computers that students had attended regularly the previous year. However, the school had low test scores and lost a position so the computer teacher was put in the 4th grade, the grade for high stakes testing and announced that that only way that the students would be able to get computer time was if the teacher brought them and taught them. (My students were not affected by the change. They could not get up the stairs to the lab, or the library or cafeteria for that matter, but the teacher still did not want to give up a couple of her new computers even though it was obvious they were not going to be used.) Then Katrina came and no one ever used them again.
Something related that would help would be if students were taught touch typing when they first got computer access. Keyboarding should be a course like handwriting and small keyboards for little hands provided just like wide lined paper and primary pencils are used for writing. By the third grade children should be able to write in cursive and type functionally using appropriate fingering and without looking at their hands.
The other issue is teacher training. There is a problem with role reversal here. Teachers are territorial and very sensitive about issues of respect. Older, experienced, teachers teach younger teachers, not the reverse. However, when it comes to technology, it is the young rookies who cut their teeth on Writing To Read and who have the skills the mature teachers need. It has been shown that the best staff development is done in an individualized, mentoring situation. This is how I learned to do a PowerPoint. I emailed the Assistive Technology Tech and said, "Help!" She came, spent an hour or so with me and I was then able to do a PowerPoint. Now I have refined my skills on my own and can do a much better PowerPoint. But it took, for me, getting one of OUR people, a special education person who had attended some of the same workshops I had, for me to ask for help. I cannot be rushed when I am trying to learn something new. It has to be broken down like only special education knows how. I would never have considered asking anyone from regular education, especially not a young teacher, and our school tech, who also taught chemistry, stayed so busy maintaining nearly 800 computers that she came to work at 5:30 AM and would "disappear" a CPU that did not work right without even leaving a note and "reappear" it the next day, working perfectly. However, she was great when I messed something up,like the time I accidentally recorded 23 hours of Fox News on my hard drive and filled it up!
Perhaps the issue of training could be approached as a trade off or mutual learning experience with the rookies getting class management, teaching strategies and burnout prevention from the veterans and the the veterans learning technology from rookies they mentor.
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