by Lena Beckford
Boise State University
EDTECH 501 - SU 2015

*We are, whether we like it or not part of a digitally immersed generation. And as Professionals in the Education field, technology is a necessary vehicle for engaging and powerful teaching and learning.*

*As Educators, I think we would all be in agreement with the following statement made by the U. S. Department of Education and their Office of Educational Technology*:
"Education is the key to America’s economic growth and prosperity and to our ability to compete in the global economy. It is the path to good jobs and higher earning power for Americans. It is necessary for our democracy to work. It fosters the cross-border, cross-cultural collaboration required to solve the most challenging problems of our time."

With that said, how can we respond to this digital generation, to better equip them with the tools and skills provided through an education be part of the growth and prosperity of the economy and all of the other contributions mentioned for a healthy democracy?

In response to the urgency of providing engaging and powerful learning, the National Education Technology Plan was created.

***The below information from the NETP will be summarized after the quote in the slide is read***

"The plan recognizes that technology is at the core of virtually every aspect of our daily lives and work, and we must leverage it to provide engaging and powerful learning experiences and content, as well as resources and assessments that measure student achievement in more complete, authentic, and meaningful ways."
***SUMMARIZE BELOW***
"Technology-based learning and assessment systems will be pivotal in improving student learning and generating data that can be used to continuously improve the education system at all levels. Technology will help us execute collaborative teaching strategies combined with professional learning that better prepare and enhance educators’ competencies and expertise over the course of their careers. To shorten our learning curve, we should look to other kinds of enterprises, such as business and entertainment, that have used technology to improve outcomes while increasing productivity.
We also should implement a new approach to research and development (R&D) in education that focuses on scaling innovative best practices in the use of technology in teaching and learning, transferring existing and emerging technology innovations into education, sustaining the R&D for education work that is being done by such organizations as the National Science Foundation, and creating a new organization to address major R&D challenges at the intersection of learning sciences, technology, and education."







As

*The plan created is a revolutionary step forward to enhancing learning in teaching in this digital age, but - there is a threat undermining the revolution. This threat is known as the Digital Divide and Inequality.*

*Let's start with the Divide...
In short, it's a gulf/ gap between those who have access to computers, internet and/or some other form of information/ communication technology and those who do not have access.*

*These 2 divided groups are also known as the "have and have nots."*

"Factors that are usually associated with access to the new information society include socioeconomic status, gender, age, educational backgrounds, and geographic location. People who are usually considered disadvantaged in their access to or knowledge of technology include people with low incomes, people who have few educational qualifications or have low literacy levels, the unemployed, elderly people, people in rural areas, people with disabilities, single parents, women, and young girls (Cullen, 2001)."

*In early reports there were higher percentages in the race, geographic and gender statistics
(Read a few of the below stats)*

In 2001, White households were still more likely to own a computer and have Internet access at home than Black or Hispanic Americans. But the proportion of Black and Hispanic computer and Internet users is growing at a faster rate than the proportion of White users (NTIA, 2002). In terms of geographic location, urban residents are far more likely to have access to computer services than their counterparts (Wilson, Wallin, & Reiser, 2003). Studies also found that although there has been a gap between male and female use of technology between 1998 and 2001, women increased their Internet use and closed the gap during that time period. In 2001, 53.9% of men and 53.8% of women were using the Internet (NTIA, 2002).

*But the good news is recent reports are showing a closing in the gap with the decrease of cost in technology and accessibility (Read the below Stats)*

"In 2007, according to the survey conducted by the Pew Internet & American Life Project (2007) between February 15 – March 7, 2007, the size of the digital divide seems to have been shrinking for many groups. Seventy-one percent of men go online, as do 70% of women. Elderly people are among the least likely group to use the Internet; only 32% of elderly people use the Internet, as compared to 87% of people aged 18 – 29. Seventy-eight percent of English-speaking Hispanics use the Internet, compared with 73% of non-Hispanic White and 62% of non-Hispanic Blacks. Internet use of people in the urban and suburban areas is reported slightly higher than people from rural areas. People with an annual household income less than $30,000 are among the group least likely to have access to and use the Internet. Seven out of ten people with an annual household incomes between $30,000 and $49,999 go online."

(WIKIBooks reference)

*Digital Inequality can be seen as the divide 2.0 version. Instead of lack of accessibility to computer, internet, and other information/ communication technology - inequality refers to those who having access and use it in a more meaningful and productive manner versus someone who has access to it and uses it on occasion, not at all or in an unproductive way.*

"The traditional definition of the digital divide is a metaphor to describe the perceived disadvantage of those who either are unable to or do not choose to make use of technology in their daily life. People who are usually considered disadvantaged in their access to or knowledge of technology include people with low incomes, people who have few educational qualifications or have low literacy levels, the unemployed, elderly people, people in rural areas, people with disabilities, single parents, women, and young girls (Cullen, 2001)."

"A redefined definition of the digital divide offered by Warschauer (2002) suggests that the digital divide should take into account a variety of factors related to physical, digital, human, and social resources so that social development can be enhanced through the effective integration of ICT into communities."

(WIKIBooks reference)

*Similar to the divide, Inequality has it's own attributing factors. Whether they know how to use equipment appropriately or if they don't have a community of people to encourage the use of technology or a meaningful purpose, these factors are active in both rural and urban communities (Provide some stats from below)*

"There is also a dramatic difference in access to ICTs in the developed and less developed nations. The rich Western countries, including North America, Europe, and Australia, are at one end of the continuum and the poor Asian, South American, and African countries on the other end. Sources from the Japanese-based Center for the Research and Support of Educational Practice (CRSEP) indicate that only 6% of the world’s entire population has access to the Internet (Cabanatan, 2002)."

"Regions Population Main Telephone Lines Cellular Subscribers Internet Users
Africa 13% 2% 1% 1%
Americas 14% 30% 30% 49%
Asia Pacific 59% 32% 36% 23%
Europe 14% 36% 33% 27%
Table adapted and modified from a report on access to the Internet (Cabanatan, 2002)."

"The digital divide in the global context extends well beyond questions related to access to the Internet for ordinary people. It includes access to the more necessary information resources, such as full-text databases and online journals, leaving researchers in developing nations, that lack such access, excluded from knowledge that may be vital to national development. Free and open source resources and free access to online books and journals is currently being employed in several projects and initiatives (e.g., The Global Text Project) to directly address this issue."

"The digital divide seems to be more complex than it initially appeared. In each global region, there is also a divide between the well-developed countries and countries that are less developed. For example, in Asia, there is a gap between more advanced countries, such as Japan, Taiwan, Hong Kong, and Singapore, and those that are not as developed such as Malaysia, Thailand, Vietnam, China, and India. In terms of gender, only 22% of Asia’s 48 million Internet users are women, even if they constitute half of the region’s population (Wong, 2002). As a result, the digital divide is only partly about access; it perhaps more accurately reflects issues that have segmented societies in the world: gender, urban/rural, and income. Asia is a good example of this segmentation because it has countries, and regions within different countries, at every point along the development continuum. The number of 22% of Asia’s 48 million Internet users perhaps changed in the past five years."

(WIKIBooks reference)

*We've seen the global and national issues - but what does the divide and inequality look like in our backyard?*

*In my personal experience, I've observed the impact at my workplace - a Higher Ed. environment. It's hard to believe that there would be any evidence of a divide or inequality at a university, but sadly there are many. I'm focusing on only 3 today*

*Currently, the Campus Information Services department in partnership with the President's office are technology decision makers. Online learning is it's own shiloh, and there's no dedicated department or staff to pioneer the charge of addressing educational technology issues/needs nor creating a strategic long term plan. The realistic solution is to hire a qualified Educational Technologist as well as support staff. Then this person and their team can survey the issues and create a long term technology plan.*

*Faculty and Staff unfortunately do not receive the appropriate training to the accessible technology on campus. And if they do receive training, it's typically right when they get hired during new employee orientation or at the start of each academic year. As a result, many Faculty and Staff either give up on technology that is beneficial to their role, or they will use it inappropriately or unproductively. A solution to this issue would be to have meaningful, practical and consistent training not just once in while but more frequently, as well as meeting individually with those who need personal attention/ hands on, practical demos that will eliminate the fear of technology, and a training lab where faculty and staff can pop in and ask questions and perhaps access additional resources available to them.*

*The 3rd issue is one I'm sure many other institutions face, lack of funding. In order for us to have upgraded classroom technology or the most current devices and software for the learner involves money. The most realistic solution is to revisit the university budget and re-allocate funds to a long term technology plan. The Administration and Board of Trustees need to come to a realization and agreement that allocating money for this area may be a higher priority than other budgetary items. Additionally, looking for donors, grants and other fundraising opportunities.*

*Despite these issues we are facing locally, there are thankfully solutions we can employ."

*(Solutions are listed under the Issues notes)*

*Digital immersion is unavoidable. Anyone in the education field cannot approach teaching or learning without interfacing with technology. As professionals in the Education field, it is our responsibility to propel learning to be more engaging and powerful, equipping the learner to succeed in a digitally emerged world (Read quote on next slide, and make AECT Ethics connection)*

*(After reading quote) Additionally as Educational Technologists, we are responsible to uphold the code of ethics ensuring our commitment to profession, society and the learner.*

*As you can see at a global as well as local level, the Digital Divide and Inequality is a real threat we must be aware of and make others aware. As Educators are responsible for bridging and hopefully closing the gap of the digital divide/ inequality around us. Finally, As I mentioned at the opening of this presentation... whether we like it or not, we are part of a digitally immersed generation and technology is a necessary vehicle for engaging and powerful teaching and learning. Let's be the pioneers of this charge!*