With each passing year, our reliance on technology increases. We use it to do our taxes, manage our money, communicate, entertain ourselves, and perform the basic functions of our jobs. In many ways, the access to and understanding of the technologies (computers, internet, etc) that our society relies on is more necessary now than it ever has been before. We are at a point now where those without access to the internet, or the knowledge to use it effectively, are at a distinct disadvantage. It is in our best interests as a society to close this digital divide.

The term "digital divide" refers to gulf between the have and the have-nots, both in developed countries and developing nations as well. Increasingly, poor families across the world are unable to afford good broadband service or appropriate equipment. As we grow to rely heavily on our broadband infrastructure for more of our daily needs, those who are unable to participate are significantly disadvantaged. Furthermore, as indicated the International Telecommunication Union (ITU), this division is growing larger. But what is causing it? How can we prevent it?

Generally, the digital divide is caused by three factors: education level, income (socio-economic status), and race. Unfortunately, those who are poor, uneducated, or of a minority are disproportionately affected. In other words, the "better off" you are, the most likely you are to have access to the internet and appropriate technology.

Recent studies have shown that even if people such as these do have access to the internet, they are unable to make use of it effectively.

Source:
http://cs.stanford.edu/people/eroberts/cs201/projects/digital-divide/start....

Digital inequality is a distinctly different idea. This term applies to those who are internet users (meaning, they have ready access to technology) but do not utilize its full benefit. This is most often attributed to the age of the user: older users lack a familiar and skill that younger users possess more easily.

There are many reasons why people who have internet (or other access to it) don't use it. Age is considered to be the most common. Younger generations, who have grown up with ever-present and ever-changing technologies, use the internet as part of their regular lives.

Culture plays a part too. Certain interests, like gaming for example, require greater use of the internet, and result in a increase of practical skill.

Finally, there are many who have access to the internet and other technologies, but don't use it properly, either due to education or economic standing. Due to the digital divide, simple access isn't always enough.

The problem of age in regards to technology use is straightforward. Whether due to a lack of skills or a lack of interest, older Americans simply do not use the internet as much, or as pervasively, as younger Americans. This makes sense. Younger generations are born into a technologically diverse atmosphere.

This chart illustrates the fact that older generations of citizens use technology less. The drop-off is most severe among people over the age of 65.

It's also interesting to note that while, for example, 88% of Americans aged 50-64 are using the internet at home, they may not be using it as frequently as younger people.

We can learn from the digital divide that even among those who have access to the internet, skills may be severely lacking, deepening digital inequality between these groups. In other words, just because someone has access to the internet doesn't mean they're using it productively.

This can become a significant issue in schools that have a high population of older teachers, as indicated in one of the following scenarios.

Chart Info via Pew Research Center: http://www.pewinternet.org/data-trend/internet-use/latest-stats/

The issues outlined in the following slides are adapted from concerns in my school setting. Names of people, the school, and other specific details have been changed for anonymity's sake.

Perhaps the biggest problem facing my school is the skill deficit between younger teachers and older teachers when it comes to utilizing technology in the classroom. My school has a handful of teachers who are 60 years of age or older, and for these teachers, implementing new technologies is incredibly difficult. Many are familiar only with their email and grading software, and little more.

This is particularly an issue when administration mandates use of a certain website or software. Without proper training, teachers are unable to properly use it. This can cause a drain on other teachers as they seek help that is not provided by the school.

Furthermore, we have found that teachers who have not grown up with technology are suspicious of it's efficacy in the classroom.

Training is the most effective way to combat this issue. Teachers, regardless of age, require training to use technology to it's fullest extent. Targeted training for those struggling with technology should be required and rewarded.

Training should also be supplemented with mentoring. Pairing an educator who is struggling with technology to an educator who is well-versed will provide hands-on training.

Finally, incentives, whether monetary or simple recognition, can foster a desire to learn more about the technology needed for the classroom.

These three things together can go a long way toward bridging the skills-gap between older and younger educators.

The most common instance of the digital divide is students without access to technology at home. This is often due to financial concerns.

Students without access to the internet or a computer at home are at a distinct disadvantage. They are unable to complete work at home or pursue learning on their own time.

The school at which I teach is fairly affluent, but this is still a concern for a handful of families.

There are three possible ways to address this, but they must be used simultaneously. First, teachers and school administrators must raise awareness of this issue within the school community. The digital divide doesn't just affect those who are "without;" the entire community (or classroom) can suffer because of it. Open discussions within the school community are key.

Support for these families is also critical. Schools need to provide resources to these families, whether in the form of donated technology, increased access to school facilities, or a simple point in the right direction. For these families, a simple visit to the local library may be a huge improvement.

Donation drives are also possible. Many families treat technology such as laptops, tablets, and phones as disposable. Many of these devices can be quickly refurbished and given to families in need. We have used this approach (rehabilitating old laptops) to great success.

Technology is improving at an incredible pace. New devices are introduced every few months, and older technologies are rendered obsolete at a worrying pace. What do schools do when their computers and infrastructure are no longer able to handle the rigors of new developments?

This was an issue for my school last year. New laptops and a reliance on digital learning the flipped classroom put an incredible strain on a severely outdated network. As a result, teachers were forced to abandon technology use in the classroom until it could be addressed.

The solution in this case was to replace a years-old router system with a dedicated campus-wide wireless system that could allocate broadband resources automatically. It was expensive and took a few weeks to install, but it allowed teachers to utilize technology in the classroom reliably.

Maintenance is key. Infrastructure must be constantly monitored and kept up to ensure students and teachers are able to utilize technology effectively. Schools must prioritize which areas of their infrastructure are most critical and address them first. Sometimes financial or time constraints might require some outside-the-box solutions.

Often, obsolete technology is a result of financial deficits and the digital divide. So it is important to prioritize which aspects if the school's technological infrastructure is most critical to upgrade, and address those first. Last year, we focused on our wireless system. This past summer saw a significant laptop upgrade, from old Dells to new Macbook Airs. Future priorities will include smart boards and mobile technologies.

Technology changes and expands at an increasingly fast rate. As a result, something that once was unattainable due to price or other circumstances may quickly become an affordable option. It is necessary to constantly monitor what's available to find the best fit.

I've heard teachers and parents say something along the lines of "we learned well enough without technology, so why do we need to do this?"

The answer is simple: without an understanding of technology, it is impossible to be successful in our modern world.

There are few jobs that don't require some degree of technological proficiency. There will come a time when it is a requirement for not just your job, but your way of life.

Closing the digital divide provides more opportunities to more people. Outfitting our students with these skills will result in increased productivity for our society as a whole.

That is why it is imperative that we address these issues, not just in our schools, but in our workplaces and our daily lives.

Brian Betteridge, 2015
Boise State University