Digital divide is black and white when identifying who is or isn't using digital technology. There is little to no gray area.

Digital divide focuses on the following groups use of technology: women, racial and ethnic minorities, lower income citizens, less educated citizens and rural residents.

Digital inequality better encompasses various dimensions of the population. When looking at the medium of digital technology, researchers can look at smaller aspects of usage instead of the overall usage.

Difference between industrialized and lesser developed nations.

Inequalities among the population within one nation.

The difference between those who use technology to participate in public life and those who do not.

At Morley Nelson, one of the digital inequality issues we encounter with our students is lack of technology at home. Many students have parents with smart phones, however technology for the child to use is not available.

I asked my students individually if they had technology available at their house to use for school work. Out of 25 students, 13 students answered they had technology for their use at home. 12 of those students said there was technology but they weren't allowed to use it.

Many teachers close to retirement age are afraid to use technology with their students. They are used to teaching paper and pencil.

At Morley Nelson we have two laptop mobile carts available for teachers to use at any time. In this cart there are 30 Chromebooks with protective covers and chargers included. My data was gathered from the calendar sign up we use for teachers.

English Language Developing students gain more access to technology because teachers aren't able to include them in their general education discussions. Many of these students have little or no English language acquisition so teachers aren't sure how to include them. Usually the best way to keep them busy is put them onto a digital device.

English Language Developing students gain more access to technology because teachers aren't able to include them in their general education discussions. Many of these students have little or no English language acquisition so teachers aren't sure how to include them. Usually the best way to keep them busy is put them onto a digital device.

Our school has a Community Center that students can go to after school. This center has technology available for student use. Students can also be encouraged to spend time at the local library. Most libraries have multiple computers or tablets for customers to use.

The district could provide more professional development to teachers who are timid about using technology. Specialists could come out to school sites and help teachers implement technology in small portions. They may help teachers who are nervous feel more comfortable.

Teachers can build technology into general education lessons. This would give ELD students the opportunity to use technology, and also give the general education student access to technology as well.

Students need to know why technology is important. They also need to understand the opportunities they have available at their fingertips.

Parents need to know how to assist their children's education. If they are unaware of a divide, they may be unable to provide a solution for their family.

Digital divide and digital inequality relates to the AECT Standards by addressing Section 1 Commitment to the Individual, Part 3.

AECT Standard Section 1 Part 3 states individuals have the opportunity to participate in any appropriate program. Students using digital technology in the classroom should be able to use the technology however the teacher sees fit for their education. Instead of creating a gap because a student doesn't have technology at home, they have opportunities to use the appropriate technology at school.