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Digital Divide
Published on Nov 24, 2015
The Digital Divide and Digital Equality in the school district.
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Digital Divide
Background
Digital Divide was a termed first used to describe those with and without Internet service and/or the access of a computer. As technology has changed the culture, so too should the definition of Digital Divide be changed.
Photo by TaranRampersad
Digital Divide
Background
Digital Divide was a termed first used to describe those with and without Internet service and/or the access of a computer. As technology has changed the culture, so too should the definition of Digital Divide be changed.
Photo by TaranRampersad
Digital Inequality
Background
Digital Inequality is more than just being able to connect to the Internet. Some of the other areas that should be addressed are quality of equipment, location of access, experience using the technology, and the skills or training of the people using the technology.
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MORE THAN ACCESS
This is about more than just Internet access. Many studies have been done looking at areas of socioeconomic status, gender, age, educational backgrounds, and geographical location.
Access is more available than ever before. It is now more important to reap benefits.
Areas needed addressed are: access, where is the access, skill/training, support, and purpose of use.
Access is more available than ever before. It is now more important to reap benefits.
Areas needed addressed are: access, where is the access, skill/training, support, and purpose of use.
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Issues in my district
I was able to find 3 issues involving the Digital Divide or Digital Inequality in my school district or community.
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Internet access
issue #1
Only 52% of the student population has access to the Internet at home.
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FEASIBLE SOLUTION #1
We, as a district, need to change the perception about the role of technology in education for a large portion of the parents out there who are not making it a priority.
Photo by William Hook
Implementation
Issue #2
There is little or no training provided which causes frustration.
Most implementation is done right before the start of the school year.
This leaves little or no time before the school year for professional development.
Expectation of the new technology to be used causes frustration between teachers and administration.
No time to incorporate into lesson plans.
Disrupting the educational process.
Parent access to grades.
Most implementation is done right before the start of the school year.
This leaves little or no time before the school year for professional development.
Expectation of the new technology to be used causes frustration between teachers and administration.
No time to incorporate into lesson plans.
Disrupting the educational process.
Parent access to grades.
Photo by striatic
FEASIBLE SOLUTION #2
Put together a committee of stakeholders.
Share how it affects the different interests.
Prepare for any complications.
Save money and eliminate frustrations.
Share how it affects the different interests.
Prepare for any complications.
Save money and eliminate frustrations.
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Additional costs
Other programs are not compatible.
New textbooks.
Additional training costs.
New textbooks.
Additional training costs.
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FEASIBLE SOLUTION #3
Make a schedule of Implementation.
Allows for needed time for all stakeholders.
IT as well as teachers get the training that they need.
Allows for needed time for all stakeholders.
IT as well as teachers get the training that they need.
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cHANGE AND TRUST
ISSUE #3
Administration, parents, and teachers need to understand how different the current generation is in terms of how they process information.
They expect real-time accurate information.
They expect real-time accurate information.
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FEASIBLE SOLUTION #4
We as a district need to educate the parents and teachers about the changes in technology.
We need to provide them resources and time to learn how to use the new technology.
Providing understanding will alleviate anxiety over changes in how to educate the students.
This can be down in town hall meetings, as well as informational brochures and emails.
We need to provide them resources and time to learn how to use the new technology.
Providing understanding will alleviate anxiety over changes in how to educate the students.
This can be down in town hall meetings, as well as informational brochures and emails.
Photo by skeggy
CONCLUSION
A more comprehensive study on Digital Divide needs to be done.
We can't thing of Digital Divide as just those people with or without Internet access.
There needs to be more effective integration.
We can't thing of Digital Divide as just those people with or without Internet access.
There needs to be more effective integration.
Photo by Foto Pau
CONTINUED RESEARCH
More research needs to be done on integrative framework and measurements.
We need to take into account physical, digital, human, and social resources.
We need to take into account physical, digital, human, and social resources.
Photo by Stuck in Customs
INTERNET ACCESS
The lack of Internet service in the district heavily influences the ability of the school to move to mobile devices.
The devices would not be able to be used for education outside of the school.
Limits the services that the district can offer to families and students as well.
The devices would not be able to be used for education outside of the school.
Limits the services that the district can offer to families and students as well.
Photo by Silveira Neto
PARADIGM SHIFT
All of the stakeholders involved have to be willing to think of education in a new way.
We need to change the perception about the role of technology in education for a large portion of the parents out there who are not making it a priority.
The way of thinking may involve throwing out the book and starting over with new lesson plans.
There is evidence that computer use enhances learning in schools and earnings in the workplace.
We need to change the perception about the role of technology in education for a large portion of the parents out there who are not making it a priority.
The way of thinking may involve throwing out the book and starting over with new lesson plans.
There is evidence that computer use enhances learning in schools and earnings in the workplace.
Photo by StockMonkeys.com
Final thoughts
The research shows the advantages of not only having Internet access, but also the skills and training to enhance education.
It is important for the district to do what it can to help resolve these issues.
It is important for the district to do what it can to help resolve these issues.
Photo by victor_nuno
references
- DiMaggio, P., & Hargittai, E. (2001). From the ‘digital divide’to ‘digital inequality’: Studying Internet use as penetration increases. Princeton University Center for Arts and Cultural Policy Studies, Working Paper Series number, 15.
- Barzilai-Nahon, K. (2006). Gaps and bits: Conceptualizing measurements for digital divide/s. The information society, 22(5), 269-278.Cooper, M. (2004). Expanding the digital divide & falling behind on broadband. Consumer Federation of America, October.
- Cooper, M. (2004). Expanding the digital divide & falling behind on broadband. Consumer Federation of America, October.
- DiMaggio, P., & Hargittai, E. (2001). From the ‘digital divide’to ‘digital inequality’: Studying Internet use as penetration increases. Princeton University Center for Arts and Cultural Policy Studies, Working Paper Series number, 15.
- Hargittai, E. (2003). The digital divide and what to do about it. New economy handbook, 35.
- "Falling through the net: A survey of the" have nots" in rural and urban America." (1995).
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