Exploring the Digital Divide and Digital Equality with a focus on Cuyahoga Community College.

The digital divide is the split between those around the world who have access to technology and those who do not. As the digital divide shrinks and technology becomes available to more of the world's population, the concept of the digital divide has become less helpful.

Hargittai (2003) explains that whether someone has access to the internet or not has been “conceptualized in binary terms” (3). His work then goes further to explore a more complex understanding of the factors that contribute to access. Digital technologies are increasingly available, but who actually gains access?

The complexity of access to various technologies is better addressed through the concept of digital inequality. Digital inequality takes into account many factors.

As Gilbert (2010) points out, research “has demonstrated unequal access [to information and communications technology] due to socio-economic status, race, ethnicity, gender, age, and geographic location” (page 1002).

She argues for research that looks beyond the merely descriptive to examine how digital inequality is tied to “a broader analysis of inequality”
(page 1012).

Thus, even within the U.S., digital inequality can have a negative impact on specific populations.

According to K. Pearce and R Rice (2014), "While overall, users in the United States are engaging in more Internet activities over time, there are still significant differences by age, income, and education; interestingly, both African American and English-speaking Latinos engage in more activity via their mobiles" (page 63). The impact of these differences can be felt on campus as well.

How much does digital inequality affect college students? Castono-Mundoz (2010) researches the connections between digital inequality and academic performance. University students’ use of “the Internet as a social medium to extend, share, and discuss” their formal studies improves academic success.

However, this beneficial use is “found more in students who have more Internet skills and who come from families with high socioeconomic status, recreating the habits typical of their social class (handling information, constructing a network of contacts, discussion groups, etc.)” (page 49). The findings of this study suggest that digital inequalities are continued through higher education rather than addressed.

The community college is an institution with a mission to reach a broad spectrum of students. Since 1963, Tri-C has been offering an affordable education to a diverse population. Currently, we serve more than 55,000 credit and noncredit students annually.

The college has six key priorities. The third is particularly relevant to this topic--
to close the achievement gap and make higher education credentials attainable for all students, regardless of age, race of economic standing.

The area that Tri-C draws from includes the full spectrum of neighborhoods, from areas where the population struggles day-to-day with poverty to areas of wealth.

In 2015, 60% of students filled out the FAFSA to apply for financial aid benefits, and the average student loan is over $4,500.

Tri-C students who qualify for financial aid are less likely to have computers or high-speed internet access at home. They are more likely to access the internet through mobile devices, which is less than ideal.

Students in schools with fewer resources probably have not had as much exposure to digital technology as part of their education.

A couple of years ago, i talked to one young student who did not seem familiar with how to use a computer, even though he had recently graduated from high school. He told me that at on his floor, there were no computers.

"What do you mean?" I asked.

"I was on the athletes' floor where the athletes took all our classes. We didn't have any computers. All of the computers were on the higher floors where the honors students were."

Another way that Tri-C students are diverse is age. Students range in age from 15 to 75+. They are high school students in College Credit Plus, students straight out of high school, as well as students returning to school later in life. In fact 14 percent of students are forty and above. the average age is 27 years old.

Age is one of the indicators linked most directly to digital inequities. For example, I taught a 63 year old woman with a sixth grade education. In her home are three computers, but she has never used one before. She wasn't sure she could learn, let alone learn to use a computer. Two semesters later, she was back in a college level course, a different person.

The wide range of ages represented suggests that there could be a wide range of experience and knowledge when it comes to using technology.

Some resources are already available to students to combat digital inequality. For one thing, financial aid awarded to students can be used to purchase laptops if there are funds available after paying for tuition and books. However, the funds may not be sufficient and internet access at home is still the students' responsibility.

The Tri-C Learning Commons, mainly located within the libraries, offer laptops for loan on campus. Students can sign out laptops to use while on campus at Tri-C. WiFi on campus allows internet access.

The Learning Commons offers free basic computer training on a variety of topics at multiple times during the beginning of each semester.

A computer lab is also available in each Learning Commons. Staff are there to help students take on new tasks as they learn.

Still, these resources do not provide access to online learning whenever and wherever necessary. And with many face-to-face classes using Blackboard sites, all students need access to online learning.

In addition, faculty are key to supporting students who are learning new digital skills.

These instructors can consider digital inequality when making textbook and educational software decisions. Lesson plans and homework could also show awareness of these issues.

Faculty teaching any discipline can also seek further ideas and support from the instructional designers and instructional technologists at their campus Centers for Learning Excellence.

Initiatives from the Online Learning and Academic Technology office are making the online environment at Tri-C friendlier to students who face digital inequalities.

We are talking about student-centered Blackboard sites as we train faculty to use Blackboard.

OLAT is currently working on an Online Learning Assessment that will provide onboarding for students new to the online learning environment.

Also, we recommend the Blackboard app for students to go mobile with Blackboard, a step that is great for those with fewer resources.

Despite what is being done at this time, more solutions need to be sought for students who face inequalities in their internet and computer access and knowledge.

If digital inequality is not addressed more comprehensively, then "the Matthew affect, whereby 'the rich get richer'" will continue (Pearce and Rice, page 722). The community college setting should be one place that lifts up the less advantaged students rather than perpetuating existing inequalities.

Continued work needs to be done to support students who face the consequences of digital inequality.

Those here could conduct research into the extent of this problem, its causes, its effects and real solutions.

Access to technology needs to be addressed more intentionally.

Some students need more technology training before or during the time they take required courses such as math and English.

We need to actively look for ways to open doors to technology and the skills that students need to succeed in 2017. Then we need to build ramps that lead to those doors so that no one is left outside on the steps.

Castaño-Muñoz, J. (2010). Digital Inequality Among University Students in Developed Countries and its Relation to Academic Performance.RUSC. Universities And Knowledge Society Journal, 7(1). DOI: 10.7238/rusc.v7i1.661.

Gilbert, M. (2010). Theorizing Digital and Urban Inequalities, Information, Communication & Society, 13:7, 1000-1018, DOI: 10.1080/1369118X.2010.499954.

Hargittai, E. (2003). The Digital Divide and What To Do About It. In Jones (ed.) The New Economy Handbook. San Diego, CA, Academic Press.

Pearce, K. E., & Rice, R. E. (2013). Digital Divides From Access to Activities: Comparing Mobile and Personal Computer Internet Users. Journal Of Communication, 63(4), 721-744. doi:10.1111/jcom.12045.