Overcoming the Digital Divide
Published on Nov 18, 2015
No Description
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Redefining the Digital Divide
Mary Carter
Redefining the Digital Divide
Mary Carter
Boise State University
Mary Carter
Boise State University
Photo by Guillaume Lemoine
The Digital Divide
What is it?
In the early 1990s, the term "digital divide" referred to the discrepancy between those who had access to the Internet and those who did not. The term became popular among concerned parties, such as scholars, policy makers, and advocacy groups in the late 1990s.
Studies showed many factors played a part in the digital divide.
Studies showed many factors played a part in the digital divide.
Photo by ginnerobot
Have and Have-not
While certain segments of the global population were accessing the Internet, many others were being left behind. The lack of broadband service was a determining factor.
A culture of "have" and "have-not" emerged.
1. Globally: While industrialized countries became more and more connected, lesser developed countries (LDCs) continued to flounder.
2. Socio-economic status: There was a strong correlation between household income and access to the Internet.
3. Urban or Rural Setting: Broadband access in rural communities was not far less than in urban communities.
A culture of "have" and "have-not" emerged.
1. Globally: While industrialized countries became more and more connected, lesser developed countries (LDCs) continued to flounder.
2. Socio-economic status: There was a strong correlation between household income and access to the Internet.
3. Urban or Rural Setting: Broadband access in rural communities was not far less than in urban communities.
Photo by Brad Higham
Digital Inequality
The new challenge
With the number of people gaining access to the Internet, the challenges presented as part of the digital divide discussion changed. A closer study of digital inequality began.
It is true that more people are using the Internet to communicate than ever before.
Yet, this does not mean all people share the same experience, autonomy, and skills when it comes to using the technology.
With the advent of smartphones and high-speed Internet the focus shifted from WHO had access to HOW users were using the Internet. This is at the heart of digital inequality.
http://www.eszter.com/research/pubs/hargittai-digitaldivide.pdf
It is true that more people are using the Internet to communicate than ever before.
Yet, this does not mean all people share the same experience, autonomy, and skills when it comes to using the technology.
With the advent of smartphones and high-speed Internet the focus shifted from WHO had access to HOW users were using the Internet. This is at the heart of digital inequality.
http://www.eszter.com/research/pubs/hargittai-digitaldivide.pdf
Photo by csaila
Beyond Connectivity
What are the factors influencing digital inequality?
Researchers began to look beyond connectivity and started to look at the ways users were using the Web.
Four areas directly impact a user's ability to maximize the potential of the Internet.
Up-to-date technology (hardware/software)
Autonomy
Experience
Skill
http://www.eszter.com/research/pubs/hargittai-digitaldivide.pdf
Four areas directly impact a user's ability to maximize the potential of the Internet.
Up-to-date technology (hardware/software)
Autonomy
Experience
Skill
http://www.eszter.com/research/pubs/hargittai-digitaldivide.pdf
Photo by Charmaine Sylvia Photography
Outdated Technology
The question of outdated technological means is a critical factor.
For most home-users, schools, and businesses, it comes down to when and how will they upgrade their technology.
This includes bandwidth, hardware, and software.
Whether it is family or Fortune 500 company, the need to upgrade is an economic investment. Connectivity is not the issue. It is having an updated version of a software program or the ability to run multiple programs. The statement "It's still loading." can be incredibly frustrating.
As the Web becomes more and more interactive, the demands on the personal computer and servers have become an issue.
For most home-users, schools, and businesses, it comes down to when and how will they upgrade their technology.
This includes bandwidth, hardware, and software.
Whether it is family or Fortune 500 company, the need to upgrade is an economic investment. Connectivity is not the issue. It is having an updated version of a software program or the ability to run multiple programs. The statement "It's still loading." can be incredibly frustrating.
As the Web becomes more and more interactive, the demands on the personal computer and servers have become an issue.
Photo by graney
Autonomy
It is not a question of having access, but whether or not there is an ease in accessing the Internet.
Is there equality in the kind of access people have?
Does a person need to go to the library to search the Web? or go to Starbucks?
Yes, a person may have access to a computer at work, but is that person able to have unfettered access to information. Many employers monitor usage or block access to certain information.
The idea that access is limited means people are less likely to integrate the Internet into every day life. They have a window in which they must operate.
Is there equality in the kind of access people have?
Does a person need to go to the library to search the Web? or go to Starbucks?
Yes, a person may have access to a computer at work, but is that person able to have unfettered access to information. Many employers monitor usage or block access to certain information.
The idea that access is limited means people are less likely to integrate the Internet into every day life. They have a window in which they must operate.
Photo by striatic
Experience
Experience does not mean just chronological age, but it means the time one interacts with technology.
The more time users spend using the Internet, the more they understand and use the Internet. They become more sophisticated users.
Whether it is using the Internet for personal use or in a professional capacity, users develop a better understanding of how to interact with the Web. People with more online experience will use the Internet with increased ease than those who have limited experience with the Internet.
The more experience a user has with navigating the Web, the better the user's online skills will be. Those online users with limited experience are not developing the "online skill set" which is increasingly important in the digital age.
People with limited experience are less likely to seek the Internet as a primary tool for every day living.
The more time users spend using the Internet, the more they understand and use the Internet. They become more sophisticated users.
Whether it is using the Internet for personal use or in a professional capacity, users develop a better understanding of how to interact with the Web. People with more online experience will use the Internet with increased ease than those who have limited experience with the Internet.
The more experience a user has with navigating the Web, the better the user's online skills will be. Those online users with limited experience are not developing the "online skill set" which is increasingly important in the digital age.
People with limited experience are less likely to seek the Internet as a primary tool for every day living.
Photo by San José Library
Skill
In addition, digital inequality can be examined by ability of users to use technology effectively and efficiently.
It is not just a matter of having a connection. The world is more connected than ever. The question is "Do you know how to use the Internet to get the information you seek?"
For example, most people know how do Google something. But...
Can the user refine a search?
Can the user differentiate between a credible source and one that is less than credible?
What is the difference between a .com and a .gov?
It may not seem like a big idea, but think of your taxes or applying for student financial aid. Knowing the difference between a .com and a .gov makes a huge difference.
These are all questions that speak to the skill level of an online user.
It is not just a matter of having a connection. The world is more connected than ever. The question is "Do you know how to use the Internet to get the information you seek?"
For example, most people know how do Google something. But...
Can the user refine a search?
Can the user differentiate between a credible source and one that is less than credible?
What is the difference between a .com and a .gov?
It may not seem like a big idea, but think of your taxes or applying for student financial aid. Knowing the difference between a .com and a .gov makes a huge difference.
These are all questions that speak to the skill level of an online user.
Photo by Tojosan
McGill-Toolen Catholic High School
Case Study on Digital Inequality
McGill-Toolen Catholic High School
Mobile, Alabama
Demographics:
Student enrollment: 1,200 students
White: 63%
Black: 14.8%
Hispanic: 1.7%
Alabama Opportunity Scholarship: 92 students
The Alabama Opportunity Scholarship Fund (AOSF) is a new scholarship organization formed to help implement the Alabama Accountability Act. AOSF awards scholarships to eligible, low-income students, to pay for private school tuition or transfer fees to a non-failing public school.
http://www.alabamascholarshipfund.org/about-us.html
McGill-Toolen Catholic High School
Mobile, Alabama
Demographics:
Student enrollment: 1,200 students
White: 63%
Black: 14.8%
Hispanic: 1.7%
Alabama Opportunity Scholarship: 92 students
The Alabama Opportunity Scholarship Fund (AOSF) is a new scholarship organization formed to help implement the Alabama Accountability Act. AOSF awards scholarships to eligible, low-income students, to pay for private school tuition or transfer fees to a non-failing public school.
http://www.alabamascholarshipfund.org/about-us.html
School Survey Findings
- Economic investment
- Outdated technology
- Inadequate bandwidth
- Teacher technology skill set
McGill-Toolen conducted a survey to evaluate the school's current technology plan and develop a plan for the future.
Four areas of concern were identified:
Economic investment
Outdated technology
Inadequate bandwidth
Teacher technology skills
After much research, the decision was made to use the iPad for a 1:1 program.
Four areas of concern were identified:
Economic investment
Outdated technology
Inadequate bandwidth
Teacher technology skills
After much research, the decision was made to use the iPad for a 1:1 program.
Tackling Each Area of Concern
With any huge undertaking, challenges arise. Some of these are foreseeable; however, some are not.
Photo by bark
Economic Investment
McGill-Toolen has entered a four-year lease with Apple for a 1:1 iPad program. In addition, the school has upgraded the servers at the cost of over $12,000.
The school has invested over 1 million dollars to launch and sustain the program. It has taken a huge commitment on the part of our stakeholders.
An additional staff member was added in the technology department.
The school has invested over 1 million dollars to launch and sustain the program. It has taken a huge commitment on the part of our stakeholders.
An additional staff member was added in the technology department.
Photo by nathanmac87
Teacher Training
Teacher training is an ongoing process. Our school subscribes to SAMR model.
S-Substitution
A-Augmentation
M-Modification
R-Redefinition
It recognizes that teachers have a different level of understand and comfort with technology. A successful implementation must recognize these differences.
I would challenge the idea that "older" teachers--I use this term to describe teachers who have been in the classroom for at least fifteen years--are not embracing the technology as much as the others. Yes, we do have some "older" teachers who are "stuck in the mud" as our department calls it, but most teachers are moving forward. It seems almost a stereotype that should be challenged.
https://sites.google.com/a/msad60.org/technology-is-learning/samr-mode
S-Substitution
A-Augmentation
M-Modification
R-Redefinition
It recognizes that teachers have a different level of understand and comfort with technology. A successful implementation must recognize these differences.
I would challenge the idea that "older" teachers--I use this term to describe teachers who have been in the classroom for at least fifteen years--are not embracing the technology as much as the others. Yes, we do have some "older" teachers who are "stuck in the mud" as our department calls it, but most teachers are moving forward. It seems almost a stereotype that should be challenged.
https://sites.google.com/a/msad60.org/technology-is-learning/samr-mode
Photo by Wonderlane
The Goal
As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning.
This is a great quote Dr. Puentedura. It sums up what our goal is with technology.
SAMR model developed by Dr. Ruben Puentedura http://www.hippasus.com/
Photo by drubuntu
Training...Training...Training
The staff spent two post-planning days with Apple trainers. Small sessions were offered varied but with all had the ultimate goal of using the iPad as an instructional tool.
The classes were also in keeping with the SAMR model:
Keynote and Pages
iMovie
iBook Author
Numbers
At the beginning of the year, the technology department offered another series of workshops:
Google Docs
Google Classroom
Kahoot
Moodle
iPad basics and the Apple TV
The classes were also in keeping with the SAMR model:
Keynote and Pages
iMovie
iBook Author
Numbers
At the beginning of the year, the technology department offered another series of workshops:
Google Docs
Google Classroom
Kahoot
Moodle
iPad basics and the Apple TV
Photo by BenSpark
Untitled Slide
"If there is no sharing, there is no learning."
This is crucial to moving everyone forward. We have pair-share meetings at the department level. Sharing an idea or an obstacle we are facing with technology in the classroom has been beneficial for the staff.
On an informal level, several of the more knowledgeable teachers are mentors to those who want to learn but need a helping hand. Teaching a colleague to use Google Classroom, send a group email, or develop a quiz on Moodle promotes a sense of teamwork.
The administration has offered technology lunch sessions. This month we are going over the iOS updates. As incentive, each participant gets a free lunch--and it's not from the cafeteria.
This is crucial to moving everyone forward. We have pair-share meetings at the department level. Sharing an idea or an obstacle we are facing with technology in the classroom has been beneficial for the staff.
On an informal level, several of the more knowledgeable teachers are mentors to those who want to learn but need a helping hand. Teaching a colleague to use Google Classroom, send a group email, or develop a quiz on Moodle promotes a sense of teamwork.
The administration has offered technology lunch sessions. This month we are going over the iOS updates. As incentive, each participant gets a free lunch--and it's not from the cafeteria.
Photo by dkuropatwa
Untitled Slide
Just as important as training is attitude. There is nothing worse than a negative attitude. Think positive and let your actions follow.
Our administration puts this message forward at every faculty meeting and department meeting.
Our administration puts this message forward at every faculty meeting and department meeting.
Photo by symphony of love
Untitled Slide
Teachers can learn from students. Before sending an email to the tech support, asking a student might be all that is needed.
Our school handpicked students to work with the technology department. It has proven to be beneficial. They do not have access to student accounts or sensitive information, but they can check connections, help with Apple TVs, etc.
Our school handpicked students to work with the technology department. It has proven to be beneficial. They do not have access to student accounts or sensitive information, but they can check connections, help with Apple TVs, etc.
Photo by betsyweber
What do our students think?
It is important to hear what the students think?
I conducted a survey using Google Forms. I gathered data from 91 students:
sophomores (31 students)
juniors (25 students)
seniors (35 students).
I conducted a survey using Google Forms. I gathered data from 91 students:
sophomores (31 students)
juniors (25 students)
seniors (35 students).
Photo by Julie Lindsay
Do you think the teachers need more training on iPads?
Question: Do you think the teachers need more training with the iPads?
Yes, the majority of my teachers are having a difficult time using the technology. 9 9.9%
Yes, but the majority of the teachers are working hard to learn how to use the iPads too. 46 50.5%
No, I think the majority of the teachers understand how to use the iPad as a teaching tool. 34 37.4%
Yes, several of my teachers just want us to put the iPads away and get out paper. 2 2.2%
The data suggests that most of the teachers are headed in the right direction. Hopefully, the strategies in place will enable the teachers to become more comfortable with the iPad as an instructional tool.
Unforeseen Problem
As the school year progresses, the students have made the transition from using the pen and paper to the iPad. The number of apps used by students and teachers has enriched the learning.
However, a segment of the school population has struggled. It is not remembering to charge the device, navigating the different features, or even understanding how to use the different LMSs the school has on campus. The problem is access. All students do not have high-speed Internet at home.
Photo by Lst1984
What do I do?
The students who don’t have a high-speed connection at home are arriving as early as 6:45a.m. or staying until the building closes at 4:00p.m. in order to have access to the wifi. In the afternoons, these students rush to get homework and Internet-based assignments completed.
Many times it is a question of whether they can complete the assignment and turn it in before they leave campus. For example, the assignment requires a student to finish an essay and submit it to turnitin.com or Moodle before 11:59p.m.
In essence, these students need to complete and submit the assignments by 4:00p.m. because they will not have the opportunity to access the material once they leave campus; whereas, their classmates who have Internet access at home have four to five additional hours to complete an assignment.
Many times it is a question of whether they can complete the assignment and turn it in before they leave campus. For example, the assignment requires a student to finish an essay and submit it to turnitin.com or Moodle before 11:59p.m.
In essence, these students need to complete and submit the assignments by 4:00p.m. because they will not have the opportunity to access the material once they leave campus; whereas, their classmates who have Internet access at home have four to five additional hours to complete an assignment.
Photo by William Brawley
Feeling Left Out
When groups are working on a shared document, they are beginning to select groups with wifi access in mind. This is definitely a concern.
Photo by charamelody
Digital Inequality
Students with limited access to high-speed Internet is an example of digital inequality. On the surface, having 1:1 use is terrific: everyone has an iPad, everyone is equal. However, on closer examination, it is clear there is a segment of the school population who is at a disadvantage.
There is not an opportunity for all students to have enough time to access digital content and complete assignments without having a high-speed connection off campus.
There is not an opportunity for all students to have enough time to access digital content and complete assignments without having a high-speed connection off campus.
Photo by CollegeDegrees360
Untitled Slide
The problem has been identified: Limited student accessibility to high-speed Internet.
Now, it is time for finding solutions.
Now, it is time for finding solutions.
Photo by GotCredit
Untitled Slide
Posting signs in the classroom provides a list of places around town that offer free-wifi. Many students meet at these locations to work together on projects or assignments. These gatherings foster a sense of collaboration, which is a positive byproduct.
However, this still creates a barrier for those who do not have high-speed Internet access at home. They must get to these locations. Some students do not have the means to go somewhere to complete an assignment.
However, this still creates a barrier for those who do not have high-speed Internet access at home. They must get to these locations. Some students do not have the means to go somewhere to complete an assignment.
What do our students think?
What do students say about the difficulties presented by not having a reliable Internet connection.
Photo by db Photography | Demi-Brooke
If you do not have a reliable Internet connection, what do you do in order to complete an assignment?
Results from Google Forms survey
Question: If you do not have a reliable Internet connection, what do you do in order to complete an assignment?
I try to complete the assignment before or after school. 10 11%
I go to somewhere like the library or Starbuck so that I can use the Internet connection. 6 6.6%
I go to a friend's house. 5 5.5%
I tell the teacher that I had a connection problem and hope the teacher offers me a solution. 3 3.3%
I usually just take the zero. 0 0%
I have a reliable connection. 67 73.6%
Question: If you do not have a reliable Internet connection, what do you do in order to complete an assignment?
I try to complete the assignment before or after school. 10 11%
I go to somewhere like the library or Starbuck so that I can use the Internet connection. 6 6.6%
I go to a friend's house. 5 5.5%
I tell the teacher that I had a connection problem and hope the teacher offers me a solution. 3 3.3%
I usually just take the zero. 0 0%
I have a reliable connection. 67 73.6%
Flexibility in due dates
Some teachers have made adjustments by giving students multiple days to turn in an assignment or have changed the time when an assignment is due.
For instance, an assignment might be given and not be due for five days. The students can make a plan to get the assignment completed. A due date time might shift from 11:59PM to 7:30AM. This enables a student to get on campus before school starts and turn in the assignment.
For instance, an assignment might be given and not be due for five days. The students can make a plan to get the assignment completed. A due date time might shift from 11:59PM to 7:30AM. This enables a student to get on campus before school starts and turn in the assignment.
Photo by danielmoyle
Extend On--Campus Hours
Another solution has been to extend hours the campus is open. However, this does not help our students who are involved in extracurricular activity or have carpool issues.
Photo by a4gpa
What do our students think?
What do students say about the difficulties presented by not having a reliable Internet connection.
Photo by Rob Ellis'
Do you come to school early or stay late to submit work?
Results from Google Forms survey
Do you stay after school or come early to submit assignments?
Yes, I do. 16 17.6%
No, I do not. 75 82.4%
Do you stay after school or come early to submit assignments?
Yes, I do. 16 17.6%
No, I do not. 75 82.4%
Does the iPad make us equal?
This is a great question. Who better to ask than the students? The educators might think initiating a 1:1 program makes eliminates the digital inequality, but it is important to listen to the students.
Photo by amanda.venner
With regard to technology, do you think having the iPads "makes everyone equal"?
Student responsed to the question of equality on the Google Form survey.
Question: With regard to technology, do you think that having a 1:1 iPad program "makes everyone equal"?
Yes 60 65.9%
No 31 34.1%
Question: With regard to technology, do you think that having a 1:1 iPad program "makes everyone equal"?
Yes 60 65.9%
No 31 34.1%
Why is closing the gap important?
Why is solving the issue of digital inequality important?
It goes back to the AECT Code of Professional Ethics. This is the litmus test by which educational technologists should make decisions and evaluate technology plans.
It is a false to think the canon of professional ethics is effective 100% of the time; however, it helps determine if the implementation of 1:1 iPad program is serving the individual by guaranteeing “the opportunity to participate in [the curriculum offered at our school]” (AECT).
It goes back to the AECT Code of Professional Ethics. This is the litmus test by which educational technologists should make decisions and evaluate technology plans.
It is a false to think the canon of professional ethics is effective 100% of the time; however, it helps determine if the implementation of 1:1 iPad program is serving the individual by guaranteeing “the opportunity to participate in [the curriculum offered at our school]” (AECT).
Photo by inallyourways
