Digital divide refers to those who have access to technology and those who do not, while digital inequality refers to the varied access that's given to those who have the technology (DiMaggio, 2001).

There's no denying it- technology is booming. Specifically, technology that enables Internet use is rapidly increasing. In fact, by 2011, one in three people were using the Internet (Sanou, 2012, p. 3). By 2014, it was projected that the number of internet users would reach 3 billion (ICT Facts and Figures, 2014). Even with these staggering numbers, "two-thirds of the world's population...are not yet online" (Sanou, 2012, p. 4). This discrepancy created digital divide, and there is concern over the effects of and how to correct this division.

Then, of course, there is digital inequality. Now we are talking about those who have technology (and the Internet) but unequal access to it. This imbalance must also be acknowledged because "technology is the core of virtually every aspect of our daily lives and work" (Transforming American Education, 2010). Providing the Internet is a great tool but only when users have the same access to it.

Today, I want to talk to you about digital divide and inequality within my school.

I asked my colleagues to take a survey regarding the pros and cons to using technology in our classrooms. Technology refers to netbooks, SmartBoards, cell phones, etc. I took their responses and pasted it into Wordle. Here you see the results. What stood out to me was that when talking about technology, both the equipment and the users were commonly referred to as being problematic.

While we are fortunate to have many class sets of netbooks and a SmartBoard in each classroom, it doesn't benefit us if it doesn't consistently work. When I spoke more in-depth with my colleagues about these concerns, they shared two common frustrations:

-slow internet speed
-netbooks in need of continuous repair

As outlined in the National Education Technology Plan, we are encouraged to have cross-curricular lessons and use various websites like BlackBoard 24/7 and Google Apps with our students National Education Technology Plan, 2010, p. 9). When the Internet speed is strong, we have the "engaging and empowering learning experiences" and allow students "to take control of their own learning" (National Education Technology Plan, 2010, p. 8). We are also able to provide meaningful feedback and collaboration. None of this is accomplished when the Internet speed is slow and in some cases, the Internet speed varies from room to room.

To add to this frustration, much of our technology is need of being updated. Teachers admitted that they actually refrain from using netbooks as often knowing it will lead to inevitable computer problems on top of potential Internet connection issues. Why use the Internet in the classroom if it actually slow down the learning process?

Colleagues also commented that when it comes to technology, we run into various issues with our students too. This includes:

1. Not all students having equal access to the Internet at home. If we have try to implement a Flipped Classroom model, we have to accommodate those students without Internet access at home. If students are working on an online project without at-home Internet access, they are limited as to what they can complete.

2. Not all students have basic skills needed to use various Internet tools. A lot of time is spent frontloading- teaching students how to use a tool, webpage, etc. rather than getting to spend enough time actually using it. To add, many students have not yet been taught any explicit form of Netiquette. They are not aware of online expectations when it comes to browsing, emailing, etc. This causes delays in learning and communication and even discourages colleagues from using certain technology at all.

Not only do our students struggle with having access to equal technology and having a clear understanding of how to use technology, our educators run into the same issues themselves. Apparently, this is a national problem. "Many of our educators do not have the same understanding of and ease with using technology..." (Transforming American Education, 2010, p. 10).

In some cases, the training is available but feels overwhelming. Having to learn one more "thing" can get to be discouraging. Other times, educators are reluctant to give up the traditional mode of "teacher-driven instruction." This of course causes them to be resistant to using new technology in the classroom.

There are a few solutions to address these areas of Digital Inequality.

2. While we do have some technology standards, we need our students used to them a bit earlier. We forget that just because our students use the Internet, it doesn't mean that they understand how to use or even how to conduct themselves on a particular site. This also means that parents must be encouraged to use and monitor their child's Internet use. "Teaching is a team activity" that involves the community (Transforming American Education, 2010, p. 10). We must have parents actively on board to help equip students with the right tools for navigating the Internet.

1. Our school should adopt a 1:1 device system allowing for every student to have access to a netbook at home. Of course, students would also need Internet connection, which could be provided through the device. This would require careful monitoring and some user limits (may not have access to all Internet sites at all hours). Another solution to this problem would be to create more mobile-friendly apps for the sites we want our kids to use. Many students may not have computer but have a smartphone. Both BlackBoard 24/7 and Google Apps have smartphone applications but are not necessarily seamless in design. If the apps were more user-friendly, students would be better able to use them at home. We already know that "mobile broadband remains the fastest growing market segment," so why not promote more efficient use of it? (ICT Facts and Figures, 2014)

3. We must provide our teachers with simple resources, pulling "from the experience in other sectors" to help "redesign our education system" (Transforming American Education, 2010, p. 12). We cannot be stubborn in thinking that our ideas for improving learning experiences can only be derived from other educators. As stated earlier, it takes a village. While we do have a Technology Cohort within our county, we need to not just be sharing ideas within our group but reaching outside of the education field too.

In addition, if we want more teachers to buy into the latest technology, we have to make it worth their time. We have to show them data and real-life examples that it's working. Ultimately, teachers want their students to learn and become meaningful members of the world. We have to see that the technology we use with our kids will promote that too.

In closing, we should work towards closing the technological gaps within our classrooms for a number of reasons.

First, it serves to benefit the educators. I left teaching in Kentucky to teach in Fairfax County because I wanted better resources and technology for myself and students. School districts who are unable to provide adequate resources lose teachers to those districts who can. Those counties who do not have updated technology may lose quality educators and instead of progressing with other counties, risk falling further behind. Also, the education field has many veteran teachers who are less enthusiastic about switching to new technologies if it would be too complex and frustrating. If we want more teachers using technology with our students, we have to have better technology for them.

More importantly, closing the technological gaps within our classrooms benefits the students. We cannot expect to advance at a fair pace with the rest of the world if we are not using equally capable technology. How can we expect our students to compete with others for successful careers, innovative discoveries, and meaningful relationships if they do not have a clear understanding of how to use modern technology? The right technology improves their learning experiences and communication skills, but the wrong technology would set us back. Education is a public service, best provided with effective technology (Sanou, 2012, p. 4). We are doing our students a disservice if we do not work towards a digital balance.

Ultimately, bridging our gaps in technology help us better help others. By making strides towards digital balance and equality, we are promoting stronger relationships worldwide and making it clear that we are not just members of our country but global citizens. It is the right thing to do.

In conclusion, here is food for thought.