This presentation will be used to explore both the digital divide as well as digital inequality. Furthermore it will explore issues around the world and our case study will focus on the nation's capital. We will look at issues that plague DC Public Schools as well as possible solutions. Lastly, we will conclude with what this means for us ethically and for students in the classroom.

DiMaggio and Hargittai explain the digital divide as the gap between people who have access and devices and those who do not (2001). They go on to flesh out this definition when they stated the the digital divide explains the gap "between the online and the offline, the information “haves” and “have-nots."

While much progress has been made there is still work to be done to close this gap.

Digital Inequality looks specifically at access and equity of formal experiences among people with access (DiMaggio & Hargittai, 2001). Do people have the same opportunities to learn and interface with collaboration and new technologies? Can they access the same resources to allow them to gain technological skills?

Brahima Sanou, Director of the Telecommunication Development Bureau International Telecommunication Union (ITU), reported in 2014 that the world has made great strides. He said that 2014 ended with 3 billion worldwide internet users, which was an increase of 2.7 billion users from the previous year. While this may sound trans-formative, Brahima, was quick to point to the disparity that "4.3 billion people are still not online, and 90 percent of them live in the developing world" (2014).

The ITU findings also show that mobile versus fixed access differs, there are almost 7 billion mobile users throughout the word, and 3/4 of these are from developing nations (2014).

In 2010, Secretary of Education, Arne Duncan, wrote a forward to the Administration's National Education Technology Plan. In his forward he described the US as being 9th out of 36 developed nations in college completion rates. In this document, Transforming American Education: National Education Technology Plan, the Department of Education lays out a plan for embracing advanced technologies in the US educational system. It talks about looking at business sectors who have more positively benefited from technologies as well as discussed the need for 24/7 access. The plan also highlights that marginalized student subgroups need "States, districts, and others [to] develop and implement learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere" (2010). It is no longer acceptable that students can only access resources at school during certain times, this resource needs to be available for learning throughout the day, evening, weekends, and summer.

DC Public Schools served 45,000 students during the 2012-2013 school year with an estimated 37,000 on free or reduced lunch (Lautzenheiserand & Hochleitner, 2014). DCPS demographics is 72% black, 14% Hispanic, and 10% white. In 2012, DCPS had a graduation completion rate of 56% (Lautzenheiserand & Hochleitner, 2014).

The range in median household salary is drastic between the four quadrants and 8 Wards.

Issues of Digital Divide for DCPS:
Access-
With such a diverse district, students are divided in their digital access. Teachers are unable to assign projects, homework, or research that requires digital work beyond the school day. DC schools are not 1-to-1 and network filters still overly block much of the webs beneficial content

Teacher Training-
While DCPS has worked hard to include a teacher evaluation system, must is left up to the principal to include in an individual teacher's evaluation. Therefore, not all teachers are being trained or held accountable for the same coaching or tech standards.

Technology Instructional Coaches-
DCPS hired 15 TICs for the 2014-15 school year. This was a new position for the district and its 111 schools. Of course with only 15 TICs, they were unable to influence the technology integration among all schools.

Solutions:
-Access-
DC government has established free Wifi hotspots within each ward. This allows families to access the internet beyond the school day. Of course, this process needs to grow. It is encouraging that more than libraries are offered which will allow adults to used unfiltered positive content. http://connect.dc.gov/service/maps/dc-free-wi-fi-

FCC, DCPS & Comcast offer $9.95 internet service for students families eligible for NSLP. http://www.afro.com/comcast-fcc-and-dcps-launch-9-95-broadband-service-for-...

Blended Learning programs offered organically in many schools. DCPS is piloting

-Teacher Training-
Teachers need to be held accountable for providing students with equitable technology integration experiences. (Of course this would go hand-in-hand with have equitable technology across the district). This should be written into the Highly Effective teacher IMPACT system.
http://dcps.dc.gov/page/impact-overview

-Technology Instructional Coaches
This position needs to be added to so that more than 15 schools have access to this resource. It is not equitable that some teachers have access to this type of coaching and not others. Principals should be coached in ways to budget for this role.

Educational policy researchers Lautzenheiserand & Hochleitner stated while researching DCPS's growing blended learning programs that "No matter how good the tools are, if students cannot use them, even the most promising blended-learning efforts will be derailed" (2014). This quote is so powerful and can be applied to a student's technological skills in general. If students cannot use the tools, the tools will not benefit them. For any adult to function in a college or career environment it is imperative that they have the digital skills to create and contribute.

So much of the AECT Code of Ethics section "Commitment to the Individual" is related to working to end digital inequality within US schools. Classrooms can be places of innovation and student directed learning if these codes are upheld.

"Section 1—Commitment to the Individual
In fulfilling obligations to the individual, the member:
1. Shall encourage independent action in an individual's pursuit of learning and shall provide access to varying points of view.

2. Shall protect the individual rights of access to materials of varying points of view.

3. Shall guarantee to each individual the opportunity to participate in any appropriate program."

Standards 1.1 -1.3 focus on the obligation to work for the rights of an individual to have access to learning and differing perspectives while allowing the same person to participate in varied learning. The AECT Code of Ethics calls for a closing of the digital inequality gap.