Today we will look at the issue of digital inequality. I'm Jason Carbaugh, Technology Director for Central Fulton School District. I'm studying this topic as part of my graduate coursework at Boise State University.

When discussing digital inequality, one must first consider the digital divide. The digital divide is quite simply defined as those who have access to the Internet versus those who do not. In other words, are people on or off? It doesn't matter if the access is restricted by physical means, such as lack of infrastructure, or economic means, where some just can't afford the fees for access. Both situations are considered as contributing to the digital divide.

But, the digital divide is narrowing! According to the "Measuring the Information Society Report, 2014," nearly 3 billion people worldwide are now online. Mobile broadband continues to grow rapidly and helps close the divide, especially in developing areas.

However, developing countries still struggle--in fact, 90% of people in those countries do not have Internet access.

It is often rural areas and poor areas that struggle most with access. Either infrastructure is lacking and access just isn't available, or, poverty prevents access even if it is available.

This holds down economic development.




Source: Measuring the Information Society Report 2014

However, even with access to digital tools and the Internet, another divide develops. This is referred to as digital inequality. This inequality focus on what people actually do once they are online, what digital skills they have (or lack), and if they use access for personal advancement or merely entertainment.

Many factors contribute to this inequality, such as quality of equipment being used to access the Internet, skills, age, and background of the user, and how much support the user has available (friends, family, tech support staff, etc).


Source: From the 'Digital Divide' to 'Digital Inequality': Studying Internet Use as Penetration Increases

If we look closely in our schools, we can easily identify examples of both the digital divide and digital inequality.

Being a rural school district, challenges still remain with Internet access at home. According to a survey of our students conducted in 2014, 92% of our students have some type of Internet access at home. While this is a very good percentage, many students state their connection is unreliable, slow, or the access device is shared. So, a connection may exist, but isn't usable by the student.

This graphic shows student responses to a survey question regarding device access at home. It is easily observed that device access is a key issue, especially desktop or mobile computer access. This illustrates why teachers are so reluctant to assign homework that requires access to technology. Our students just can't guarantee access to a device at home.

This issue has a physically easy but financially difficult solution. Simply give each student a device that can be used at school and at home!

If budgets weren't a problem, no one could argue against a 1:1 device program. However, with funding becoming tighter each year, budget is THE issue when speaking of a 1:1 program.

Enough data has been collected and research presented to our school board that a 1:1 program is on the horizon for next year.

When a 1:1 program is implemented, one has to consider the readiness of the staff to make use of the tool each student would then posses. Are they ready to teach in a digitally-enabled environment? Or would they just keep the same methods in place?

The staff in our district vary widely in their comfort with digital tools. Many already use our learning management system heavily, while others don't use it at all. This clearly illustrates a digital inequality among our staff. LMS aside, some use their computer to enhance and enable instruction, while others seldom turn it on.

The skills gap among staff could have negative impacts on attempting to shift instruction to methods more aligned with the National Educational Technology Plan (NETP).

How do we enable staff to want to change?

Possible solutions could include professional development focusing on technology skills, digital instruction, and project-based learning.

A mentoring program could be established where more tech-savvy teachers are paired with others who may be struggling. This could speed skill transfer while letting teachers know that others are successfully using digital tools to enhance instruction.

Cross-curricular projects could be designed that allow teachers to collaborate on instruction. These projects could not only enhance student learning, but allow teachers to take risks with technology that they might otherwise be uncomfortable taking.

When addressing gaps and inequalities, it's easy to focus "inside" and look only at students and staff. But what about parents?

Some may not agree with a move to a 1:1 program or the use of digital tools. Attitudes of "that's not how it was done when I was in school" could likely surface.

These feelings could stem from a lack of knowledge about technology or insecurities in digital skills of parents themselves. This is another example of digital inequality that must be considered.

This graphic represents parent responses to our technology survey asking "How easy is it for you to collaborate online?"

Almost half said it was difficult or impossible. So, should it be expected that parents immediately embrace a shift to using digital tools for instruction? Likely not.

Parents should feel comfortable and supported during any change of instructional methods. This is especially important for one as visible as a 1:1 program. We should take extra efforts to talk with them, ease their concerns, and explain the reasons for implementing change.

On the slide are just a few ideas to get parents involved. The more they know, the more they will feel engaged in the change. Hopefully, this will build their support.

To prepare our students for jobs that don't yet exist, we must enable them to learn through any and all means available to them. This includes exploiting the Internet to its fullest potential. We must work to level digital inequalities, and hopefully our students will work to do the same in our community.

We are called by AECT's Code of Ethics to "encourage independent action in an individual's pursuit of learning and shall provide open access to knowledge regardless of delivery medium."

That includes striving to ensure that everyone has equal access to information and tools to enable learning. Building connections, fostering skills, and easing concerns will help close the digital divide and level digital inequality.

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.
Retrieved from http://www.princeton.edu/~artspol/workpap/WP15 - DiMaggio+Hargittai.pdf


Sanou, B. (Ed.). (2014). Measuring the Information Society Report. Geneva: International Telecommunication Union. Retrieved from https://www.itu.int/dms_pub/itu-d/opb/ind/D-IND-ICTOI-2014-SUM-PDF-E.pdf